7B Unit 6 要点精练 (上)
[句型透析]请根据句后括号内的提示，完成下列句子。
Please feed the sheep on some grass. (改为同义句)
Please feed some grass ____________________.
他敲窗户叫我。
He _________________ the window and called me.
许多人过来观看那只鸟跳舞。
Many people came to watch the bird___________________.
他教我用英语唱歌。
He taught me ____________________ in English.
不要在阳光下读书。
Don’t read ____________________.
孩子们正在教室里大声吵闹。
The children are ______________________ in the classroom.
7B Unit 6 要点精练 (下)
[句型透析]请根据提示完成句子。每空一词。
1．Mrs Wu is busy doing housework. (改为同义句)
Mrs Wu is _________ __________ housework.
The boy looks like his father. (改为同义句)
The boy and his father ________ _________ _________ .
It’s difficult to learn English well. (改为同义句)
English is difficult ________ _________ well.
4. 很遗憾不能和她一起去。
___________ a pity _________ ___________ without her.
看！上面写着：“请勿投喂动物！”
Look, _________ ___________, ‘ Don’t feed the animals!’
6. 务必使聚会的一切都准备好。
_________ __________ that everything is ready for the party.
[语法归纳] 请根据汉语提示，完成英语句子。每空一词。
为什么我该付给他钱？
Why ____________ I pay him
2. 我们应该帮助困境中的那些人。
We ____________ ______________ the people in trouble.
3. 你不应该做这事。
You _________ ________ ________ do it.
—他现在该动身了吗？
—该动身了。
—________________________ he to start now
Yes, he ought.
5. 这一定是你的房间了。
This _________ ___________ your room.
我们必须在六点以前回家。
We ________ _________ home by six.
你不能这样说话。
You ____________ ____________ like this.
你应该立即把此事告诉你妈妈。
You _________ _________ your mother about it at once.
9. 你应该努力工作。
You ___________ ____________ work hard.
他上课时不应粗心。
He _________ __________ careless in class.
句型透析：1. busy at/ with 2. look the same 3. to learn 4. It’s, to go
5. It says 6. Make sure
语法归纳：1.should 2. should help 3. ought not to 4. Ought
5. must be 6. must be 7. mustn’t talk 8. should tell
9. ought to 10. shouldn’t be(共16张PPT)
Vocabulary
学习目标：
认识并识别某些动物的特征
区分不同动物的特征
用恰当的名词和动词描述不同类型动物的外表和特征
Talk about pets!
Free talk
A: Which is your favourite pet
B: Fish/Cats/…
A: Why do you like your pet
B: Because I like watching it
swim around/…
paw
feathers
tail
wing
tail
paw
fin
tail
All about animals:
wing
feathers
tail
tail
paw
fin
tail
I have a black cat. She has four white paws and a black-and-white tail. She likes to c______ balls. When she gets tired, she s________ in the armchair. She m________ when she wants some food. She always h______ herself in the cupboard.
hase
leeps
iaows
ides
根据首字母提示，完成下列短文
What colour are her paws
Is her tail yellow
Where does she like sleeping
When she wants some food, what does she do
They’re white.
No, it’s black and white.
In the armchair.
She miaows when she wants some food.
My parrot is a very special friend. His blue-and-green feathers look so beautiful in the sun. He is very clever and he learns to r______ the words I say. He s_______ “Hello!” when I go back home. When he is hungry, he always k______ on the cage door. When he is full, he s_______ happily.
epeat
ays
nocks
ings
Which verbs can describe the activities of
these animals
Animals Activities
Dogs
Cats
Fish
bark, bite, jump, fight, hunt, eat bones, walk/run in the park, chase cats/birds/balls , make a lot of noise, …
sit on the sofa, miaow, sleep, chase birds/mice, jump, climb trees, play with balls, eat fish…
bubble, sleep with eyes open,
swim around, move, live in water,
float, stay on the sea bed…
Task 2
Work in groups. Choose one of the animals and say something about it from its appearance, personality and activities.
Homework(共16张PPT)
Integrated skills
Why do people like
fish as pets
fantail
like an egg
fantail goldfish
True or false
1. You should put your fantail goldfish in the sun. ( )
2. A fantail goldfish weighs about four kilograms. ( )
3. Fantail goldfish look like bananas. ( )
4. Some fantail goldfish are black. ( )
5. Fantail goldfish are easy to look after. ( )
6. Fantail goldfish are very expensive. ( )
F
F
F
T
T
F
How to look after
a fantail goldfish
Change the water every week.
Make sure the water is not too cold or too hot.
Put some stones at the bottom of the tank.
important
Give it too much food.
Put your goldfish in the sun.
Take it out of the water.
important
You should change the water every week.
You ___________________________.
You ___________________________.
You ___________________________.
You _________________________________.
You ___________________________.
must make sure the water is not too cold or too hot
should put some stones at the bottom of the tank
should not give it too much food
should not put your goldfish in the sun
must not take it out of the water
fantail goldfish fins peas quiet tank vegetables
Amy: What did you do at the Young Pet Owners Club
Peter: We listened to a talk on the_____________. We
learnt about how they live and how to look after
them. The water in the ____must be clean.
Amy: Do you need to feed them often
Peter: You should feed them once a day. They eat
special fish food and sometimes__________.
The speaker’s own goldfish likes to eat______.
Amy: Is the fantail goldfish different from other goldfish
Peter: Yes. The fantail goldfish looks a little different. It
has long, beautiful______.
Amy: Do they make any noise
Peter: No, they are very_____. They just bubble!
A3
fantail goldfish
tank
vegetables
peas
fins
quiet
Speak up: talking about pets
Daniel: What is your favourite pet
Amy: I really like cats.
Daniel : Why
Amy : Because they are very friendly.
Daniel : What about dogs
Amy : I like dogs too, but I don’t like fish.
Daniel : Why not
Amy : They all look the same.
1. The best fish swim near the bottom.
好鱼常在水底游。
2. Never offer to teach fish to swim.
不要班门弄斧。
3. Go to the sea, if you would fish well.
不入虎穴，焉得虎子。
4. There’s as good fish in the sea as ever came out of it.
海里的好鱼多的是。
Translation
There is a mouse trap in the room. Some fish is on it. A rat comes out. He sees the fish. A cat is in the room. He sees the rat. He comes at the rat.” Don’t eat me,” says the rat to the cat.” You like fish. I have nice fish for you. Look, there it is.” The cat lets the rat go. He comes up to the fish. Oh, the trap catches one of his paws.
What does the underlined part in this story mean It means _________.
A 抓住了一只爪子 B 夹住了一只爪子
C 碰住了一只爪子 D 接住了一只爪子
Homework
Talk about the topic “How to look after a pet ” with your partner, and write it down.(共17张PPT)
Main task
学习目标：
描述宠物的特征和性格
简述宠物的生活方式，包括饮食习惯、住所及喜好
yellow fur
big mouth
small, dark brown eyes
fat
What do you know about Eddie
eating too much
never exercise
lazy
Eddie’s profile
Name Eddie
Master
He is
He looks
He eats
Living place
He likes
He dislikes
fat, yellow hair, big mouth small, dark brown eyes
eating
doing sport
Millie’s house
nice food
Millie
clever, friendly, a little lazy
Appearance
green eyes, small ears, small nose,
short grey fur, white paws,
Personality
friendly, quiet, happy, lovely, clever, lazy
lifestyle
fish, water, milk
sleep anywhere
chase birds, watch TV, sleep, miaow, play with balls, not do any tricks
1.Food
2.Sleeping places
3.Activities(like/dislike)
Poppy the cat
My favourite pet is a cat. She belongs to my grandfather. Her name is Poppy and she is three years old.
She has short, grey fur and white paws. Her eyes are green and she is quite small. She weighs about 2 kilograms.
She is usually very friendly and quiet. We never frighten her or pull her tail. If he is hungry, she will miaow.
Usually, she eats cat food from a tin, but her favourite food is fish. She likes milk if it is not too cold. She likes sleeping in a basket. When she is not sleeping, she plays with balls and pieces of string. She does not like dogs and she hates the rain.
I feed Poppy every day and give her clean water. Sometimes, I brush her fur and she enjoys it very much.
Poppy is a very good friend but she is sometimes very lazy! She never worries because we take good care of her.
True or false
⒈ The cat has grey and white fur.
⒉ We frighten her and pull her tail.
⒊ She likes milk if it is too cold .
⒋ She dislikes dogs.
⒌ She is always very lazy.
F
F
F
T
F
Answer the following questions.
1. Whose cat is it
2. How old is she
3. What does she look like
4. What’s she like
5. What does she eat
6. What does she like and dislike
7. How do I look after her
How to
look after her
Don’t frighten it.
Brush her fur every day.
Don’t give her fish bones.
Give her enough water.
Don’t pull her tail.
Don’t give her a shower.
Keep her warm.
Don’t chase a cat.
You should play with her every day.
You must feed her every day.
You mustn’t feed her too much.
Discussion
A presentation on your favourite pet:
Introduction
Main body
Conclusion
Pictures
Appearance
Qualities
Lifestyle
How to look after it
My dog
Appearance:
big eyes and ears, black nose, yellow fur
Personality:
clever, helpful
Lifestyle:
eat bones, meat
food
home
activities
like
dislike
chase cats and balls
stay at home
How to look after him
Give it water, feed it everyday.
Walk it once a day.
Clean its house often.
Homework
书面表达。 以 My pet 为题，写一篇短文，描述它的外貌，个性，食物，居所，喜好和憎恶以及你是怎样照料它的。（要求：语句通顺，语言连贯，不少于80个单词。）(共26张PPT)
Grammar
Teaching Aims:
A Giving instructions
B Using ‘should’ and ‘must’
brush
tank
Don’t swim here.
Don’t park your bike here.
You can’t swim here.
You can’t park your bike here.
We start a sentence with the base form of a verb when we want to tell people what to do. We add ‘don’t’ in front of the verb when we want to tell people not to do something.
A
Don’t smoke here.
Don’t fish here.
Park your bike here.
Please go slowly.
Be quiet, please.
Don’t make any noise.
Do
Get to school on time.
Listen carefully in class.
Keep your classroom clean.
Finish your homework after school.
Be friendly to others.
Don’t
Don’t be late for school.
Don’t talk in class.
Don’t look out of the window in class.
Don’t smoke.
Don’t bring pets into classroom.
Don’t frighten the cat.
Please clean the fish tank today.
Take the dog for a walk.
Please give it some water.
Be quiet. Don’t bark.
Brush the dog’s fur.
1. Brush her fur every day.
2. Don’t give her fish bones.
3. Give her enough water.
4. Don’t pull her tail.
5. Don’t give her a shower.
6. Keep her warm.
Learn how to look after pets.
Amy asks Kitty to look after her cat. She is giving Kitty some instructions. Find out what Amy wants Kitty to do. Rearrange the words to make sentences.
1. Give it clean water.
2. Change the water once a week.
3. Don’t give it too much food.
4. Don’t hold it in your hand.
5. Don’t put it in the sun.
should
1. Please play with your pet for some time every day.
2. Please clean the fish tank three times a week.
You should play with your pet for some time every day.
You should clean the fish tank three times a week.
We use ‘should’ and ‘should not’ to give advice
and to tell people what is the best or right thing
to do.
B
should
3. Don’t feed your dog at the table.
4. Don’t leave your pet at home alone for too long.
You should not/ shouldn’t feed your dog at the table.
You should not/shouldn’t leave your pet at home alone for too long.
must
1. You must feed your pet.
2. You must look after your pet.
3. You must not/ mustn’t feed your dog too much food.
4. You must not/ mustn’t bring your pet to school.
We use ‘must’ to tell people that it is necessary
or very important to do something. We use ‘must
not’ to tell people that it is necessary or very
important not to do something.
B
How to look after a pet
Dogs like lots of exercise. You _____ walk them in the park once a day if you want them to be healthy. If you don’t have enough time, you ________ get one.
must not
should
If you have a rabbit, you _______ clean its hutch every day.
should
Fish are good pets but you _______ give them clean water. You ____________ give them too much food.
must
must not
Cats are friendly and you don’t need to
walk them. I think you _________ get a cat.
should
a. You must clean the cage once a week.
b. You should take her out to the park at least
once a day.
c. You should get a good cat brush.
d. If your flat is very small, you should not
get a dog.
e. You should get a bird or a goldfish.
f. You must take your dog out more often.
g. You should get a book about the right way to
look after birds.
h. You should brush your cat every day.
2
4
1
3
3
4
2
1
Answers for B3
Give a correct instruction according to the information.
1. Tom’s favorite pet is a little rabbit. He likes playing with it after school. But sometimes he pulls the rabbit’s ears and takes it here and there. You know it’s bad for the rabbit. What should you say to him
2. Simon will go to Shanghai. He is worried about his goldfish. What is he going to say to his friend
3. Daniel walks the dog at six a.m. every day. One morning he takes a walk with the dog in the street. A policeman saw this and said to him:
4. One afternoon a little baby is sleeping in bed. Some children are playing games nearby. They are singing happily. What should the baby’s mother say:
5. School is over. But the classroom is dirty. What will your teacher say to the students
Homework
Write a instruction about how to look after a pet.7B Unit 6 pets教案（10课时）
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
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
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’.
6. Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner. S1 reads lines 26-35 and S2 reads lines 36-46. Ask if any students have cats that like to sleep in unusual places.
7. Have the class prepare this poem for choral reciting. Allocate different lines to individual students or pairs to create a dramatic impression. Ask one or two students to read one line only, e.g.,
S1: Cats
All: Cats sleep anywhere,
S2: Any table,
S3: Any chair,
S4: Top of piano,
This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively.
8. Ask students which poem they like best. Encourage more able students to say why they like it, e.g., I like the poem about cats because they are my favourite animals.
Extension activity
For stronger classes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and sleep. Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem.
Part B
Teaching procedures
1 Read the words listed in the box in part B1 to the class. Ask students to repeat each one and to pay particular attention to the sounds of the final syllables.
2 Ask students to complete the sentences with the correct words. Encourage them to read the sentences out loud so that they can hear the sounds of the words. For weaker classes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start completing the sentences.
3 Ask less able students to work with a partner and take turns saying the rhyming pairs aloud.
4 Ask less able students to do the extra questions on page 91. For more able students, do not provide them with the extra gapped sentences and words. Ask them to look for other rhyming pairs in the poems themselves.
5 Ask students whether they think the rhyming words make the poems more pleasant to listen to. Accept all opinions. Then ask individual students what are the other roles of the rhyme in poetry. Elicit as many opinions as possible, e.g., makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, etc.
6 Explain the context and the instructions to part B2. Review the words in the box. Then ask students to complete the sentences with the correct words.
7 Ask two volunteers to read out the completed articles.
Extension activity
Ask more able students to find any other rhyming pairs from the words learned in other units. Give them a reward for finding one, two or more. This is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their own.
Part C
Teaching procedures
1. Ask students to do Part C1 in pairs. Encourage them to use a dictionary if necessary.
2. Review the answer and clarify any areas of uncertainty.
3. Ask students to do Part C2 on their own. Remind them that all the words can be found in the poem ‘My Goldfish’ on page 90. Ask more able students to do the task without referring the poem. Tell less able students to find the words in the poem to complete what Peter says.
4. Read out the first line. Then ask four students to read out one line each.
5. To do part C3, students will have to refer to the poem ‘Cats’ on page 90. Ask more able students to do the task on their own. Less able students may need help. Provide them with the names of places, and perhaps how many times each preposition is used.
Ask more able students where cats sleep based on the poem ‘Cats’ on page 90. Tell them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’.
Vocabulary
Objectives
To recognize and identify a range of animal features
To differentiate between features belonging to different animals
To use appropriate nouns and verbs when describing the appearance and characteristics of different types of animals
Teaching procedures
1 Ask students to do Part A on their own so that you can check how many words they know. Then ask students to compare their labels with a partner.
2 Identify the words most students do not know. Talk about the special features of various animals to aid students in guessing the correct meanings. For instance, if you are teaching the word ‘beak’, tell students that birds have beaks, which they use to eat and drink.
3 Explain the instructions of Part B. Tell students that they should read the texts first before trying to select a suitable word. Encourage them to get an understanding of the overall meaning of each text so that their word choices become more natural.
Extension activities
Ask students to write a similar profile about their favourite pet using the texts in Part B as model.
Grammar
Objectives
To use positive and negative imperatives when giving orders and instructions.
To organize and understand how to use imperatives appropriately.
To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.
Part A
Teaching procedures
1.Talk to students about the purpose of instructions. Give them a few examples using classroom situations. Write some instructions on the board. Then ask them about the situations when we use them. Ask stronger 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.
Fire drill
Walk quietly. Don’t run. Don’t take the lift. Take the stairs. Line up.
Go to the playground.
Leave your bags.
On the bus
Don’t push. Stand clear of the door.
For weaker classes, jumble the sentences up and ask students to group them under the correct situations.
2 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.’. Make sure students understand the imperative form and avoid the common mistake of placing a pronoun in front of the imperative.
3 Go through the explanations and grammar table on page 94 to clarify the rules for using imperatives when giving positive and negative instructions.
4 Ask students to study the pictures in Part A1. Check their understanding of the situations presented in the pictures. For weaker classes, review the verbs in the box before students start working on matching the sentences.
5 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.
6 Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make positive and negative instructions.
7 Ask students to read out the instructions they formed.
Extension activity
Ask students to present the instructions in Part A2 in the form of a poster, with pictures. Encourage them to think of more instructions for the care and feeding of a cat or a pet of their choice.
Part B
Teaching procedures
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 95& 96, referring to the degrees of necessity. Explain the use of ‘ought to’ and ‘should’, which have more or less the same meaning. ‘Ought to’ is a bit stronger and tends to be used more widely when talking about laws or regulations imported from the outside, while ‘should’ implies personal opinions and, therefore, is less strong.
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 .
5. 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 95 and 96 to identify the correct modal word to fit each instruction .
6. Use class feedback to identify any misunderstanding ,as they involve the use of negative forms.
Extension activity
Depending on the general ability of your class, this could be done at the end of this section to consolidate students’ understanding .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 ought to 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.
7. 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.
8. In Part B3, students can read some of the answers which give advice to the writer of each letter. students check answer s with a partner.
9. 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. You could turn this into a competition. If the sentence is correct ,the group wins a point .If not ,the chance goes to the next group. Students correct their own sentence.
Extension activity
Ask more able students to come up with their own advice to the pet owners .Tell them to choose two things you should (not)ought (not) to do when you own a pet. They then write sentences giving instructions. Ask students to read out their advice to the class.
Integrated skills
objectives
To identify specific characteristics in a description of goldfish .
To listen for detail and extract specific information .
To use knowledge presented in written text to infer general meaning and context .
To listen for specific information to complete a conversation .
Part A
teaching procedures
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 . You might like to ask students to review the words learned in the vocabulary section.
2. 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.
3. play the recording and ask students to confirm or change their initial responses. Check answers with the whole class.
4. Ask more able students to do the extra exercise .You can also ask them to correct the false sentences.
5. Ask students to read the leaflet in part A2 about how to look after a fantail fish. Students check the meanings of the statements.
6. 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 95 for help in choosing the correct modal verb for each sentence.
7. Ask six students to read out one sentence each .Have another six students write the answers on the board.
8. 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.
9. play the recording again so that students can check their initial choice of words . While listening ,they can confirm or change their initial responses.
10. 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.
11. Ask a more able pair to present the conversation to the class .Check correct use of words and clarify any disagreements.
Part B
Objectives
To ask and respond to questions about favourite pets .
To respond by stating opinions .
To ask for explanations of opinions and respond appropriately .
teaching procedures
1. Ask students to work in pairs to read Daniel and Amy’s conversation .Then ask them to change roles and read the conversation .Then ask them to change roles and read the conversation again.
2. Ask students which animals they like any why .Encourage them to make notes.
3. Ask students to prepare their own conversations using Daniel and Amy’s conversation as a model .Encourage them to modify and adapt using the phrases ‘ I’m fond of …’ ‘I hate….’ ‘I dislike ….’ and ‘I’m crazy about….’. If necessary ,provide them with the useful expressions in the column on the right .For less able students ,review the meanings of the phrases. Allow them to simply replace the underlined words in the model conversation with their own ideas.
4. Give students a few minutes to practice then ask some pairs to present their conversations to the class. Remember that students should be able to produce their conversations with fluency ,eye contact and linking words .Remind them to keep sentence stress in mind when thy are speaking.
Useful expressions
I don’t like animals.
My sister has a….
I play with my dog in the park.
My cat likes eating….
Cats are very clean .You don’t have to bathe them.
They should teach their dog not to….
You must find someone to look after…
While you are on holiday .牛津7B 能力训练 (Unit6)
选择填空 在下列每小题A、B、C、D四个选项中，选出一个可以填入括号内的最佳答案。（每小题1分，满分10分）
( ) 1. Many girls are afraid _____ tigers.
A. at B. to C. about D. of
( ) 2. Man can’t live without air______ water.
A. and B. with C. or D. in
( ) 3. Remember to______ your homework to school tomorrow.
A. take B. bring C. buy D. worry
( ) 4. ______ nice feather it is!
A. What a B. How a C. What D. How
( ) 5. I’m learning about_______ take care of Hobo.
A. how do I B. how can I C. how will I D. how to
( ) 6. When my parrot is hungry, he_____ the cage_____ his beak.
A. knocks on…in; B. knocks at…of
C. knocks on…with; D. knocks at…on
( ) 7. ---______ does his sister water the flowers
---Once a day.
A. How many B. How long C. How soon D. How often
( ) 8. The teacher often tells us ____ much time ______ TV.
A. not to spent…watch; B. to not spend…watching;
C. don’t spend…watch; D. not to spend…watching
( ) 9. The fridge is making _____ noise. I don’t know what______ with it.
A. too much…is wrong; B. too much…wrong is;
C. much too…is wrong D. much too…wrong is.
( )10.The goldfish move very _____ and sleep ______.
A. slower…a lot B. slow…a lot of
C. slowly…a lot D. slowly…a lot of
单词拼写 根据句意及首字母，写出该单词的正确形式。（每小题1分，满分5分）
1.You’d better not f______ the girl, she is very shy.
2.His father often b______ many buildings in Suzhou.
3.I ate up the cakes in the bag .Now the bag is e_______.
4.There is a big stone in the m______ of the road.
5.He can’t find the armchair a________.
用括号内所给词的适当形式填空。（每小题1分，满分10分）
1.He likes ________ (watch) the goldfish swim around.
2.I want ________(teach) my parrot _________(speak)
3.They think Eddie might ______(bite) them.
4. It is very important ________(not give) them a shower.
5.She never _______(worry) because we take good care of her.
6.Is Peter _______(interest) in English
7.Tom has a dog ______(call) Lucky.
8.A cat is running after the two ________(mouse).
9.Zhao Aijia won the ________(one) prize in English Composition.
10.Sandy ought to be ________(polite) than we think.
句型转换 按括号内的要求改写下列句子。（每空0.5分，满分10分）
1.Put some stones at the bottom of the tank.（改写为否定句）
_____ ______ ______ stones at the ______ of the tank.
2.The goldfish looks a little different.(改为一般疑问句)
______ the goldfish _______ a little different
3.He ought to have a rest in the sun.（改为否定句）
He ____ _____ ______ have a rest in the sun.
4.Millie has to give them water on weekends.（对划线部分提问）
_____ ______ Millie _____ _____ _____ them water
5.You should feed them once a day.（将两句合并为一个句子）
It’s important _____ _____ ______ feed them ______ a day.
6.I take her out to the park every week.（对划线部分提问）
______ _____ _____ you take her out to the park
改错 下列各句A、B、C、D中各有一处错误，请把错误项选出并将正确答案填在右边的横线上。（每小题1分，满分10分）
（ ）1. Dogs like lots of exercises.
A B C D _________
( ) 2. Feed them well if you want them to be health.
A B C D _________
( ) 3. It is a good idea clean the hutch often.
A B C D _________
( ) 4. You ought to take the coin out from the water.
A B C D _________
( ) 5. Why not to spend much time with your dog
A B C D _________
( ) 6. He came into my room has a book in his hand.
A B C D ________
( ) 7. Make sure the water is not too cold and too hot.
A B C D _________
( ) 8. It’s necessary to give them too many water every day.
A B C D _________
( ) 9. My schoolbag is more beautiful than Amy.
A B C D _________
( )10.What lovely goldfish! I can hold it in my hand.
A B C D _________
句子翻译 将下列各句译成英语。（每小题2分，满分10分）
1、你必须照看好你的宠物。
_____________________________________________________.
西蒙的狗有时去公园里玩耍树枝。
_____________________________________________________.
兔子吃各种各样的蔬菜。
______________________________________________________.
你应该保持鱼缸干净。
______________________________________________________.
你千万不要喂它们太多的食物。
______________________________________________________.
七、完形填空 阅读下面的短文，掌握其大意，然后从1-10所给的四个选项（A、B、C、D）中，选出最佳选项。（每小题1分，共10分）
Fire can help people in many ways. But it can also be very harmful(有害的).Fire can keep your house 1 , give light and cook food. But fire can burn thing, 2 . Big fire can burn trees, houses, animals or people.
Nobody knows how people began to use fire. But there are 3 interesting old stories about how a man or woman started a fire. One is 4 a man. The man 5 a very long time ago. He went up to the sun and 6 fire down.
Today people know how to make a fire with matches(火柴). Children sometimes 7 to play with them. But matches can be very dangerous. One match can burn a piece of paper, and 8 it could burn a house. A small fire can turn a big fire very quickly. So you 9 be careful with matches.
Be careful with fire, and it’ll 10 you. But if you aren’t careful with fire, and it may hurt you.
( ) 1. warm B. warmer C. cool D. cooler
( ) 2. A. also B. too C. either D. neither
( ) 3. A. many B. much C. little D. no
( ) 4. A. over B. about C. a little D. no
( ) 5. A. worked B. studied C. learned D. lived
( ) 6. A. bring B. take C. brought D. took
( ) 7. A. enjoy B. like C. didn’t like D. become
( ) 8. A. after B. late C. yet D. then
( ) 9. A. can B. may C. will D. must
( )10.A. help B. do C. tell D. hope
八、阅读理解 阅读下列短文，从每题所给的A、B、C、D 四个选项中选出最佳选项。（每小题2分，满分10分）
Many people like to watch TV. Watching TV is one of the most important(重要的) activities(活动) of the day. TV brings the outside closer to people’s homes. Some people say the world is smaller than before---because of TV.
What’s going on in the other countries How do people live in places far away Is there a good sports game somewhere(某个地方) What’s the life like in the deepest(最深的) part of the sea
If you want to answer these and other kinds of questions, just turn on the TV. Turn it on and watch. You can see a lot and learn a lot. Of course, people can also learn through(通过) reading or listening to the radio. But with TV they can learn better and more easily. Why Because they can hear and watch, too.
TV helps to open our eyes. TV also helps to open our minds(思想).TV often gives us new ideas. We learn newer and better ways of doing something.
( ) 1. Some people say the world is smaller than before because________.
TV makes the earth smaller and smaller
all people like to watch TV
watching TV is one of the most important activities of the day
TV brings the outside world closer to people
( ) 2. We can ________ when we watch TV.
A. go to live in the other countries B. answer TV many questions
C. get a lot of information(信息) D. ask TV some questions
( ) 3. People learn better through TV than through radio because______.
A.TV sets are bigger than radios B. people can not only hear but also watch
C. without TV people can’t open their eyes
D. it’s easier to turn on TV than to turn on radio
( ) 4. The sentence “TV also helps to open our minds” means:
our minds can only be opened by TV.
something is wrong with our minds.
C.it can help us to increase our knowledge(知识) D. TV is new to us.
( ) 5. This article(文章) tells us________.
A. it’s good to watch TV B. not to watch TV any more.
students shouldn’t watch TV at any time.
D. to stop reading to watch TV.
九、书面表达（共1题，满分5分）
请你根据以下要点为学校阅览室制定规则：
不要吵闹，保持安静。
不得将书带出阅览室。
不得将食品带进阅览室。
谨记保护好图书。
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案：7B Unit 6 重点、难点和疑点全攻略（上）
*I like my goldfish because I like watching it swim around. 我喜欢我的金鱼因为我喜欢看着它游来游去。
watch it swim 属于 watch sb. do sth. 句型，意为“观看某人做某事”，“表示动作经常发生或看到动作发生的全过程。 而watch sb. doing sth. 意为“观看某人正在做某事”， 表示看到动作正在发生，但并不一定看到动作发生的全过程。而watch sb. doing sth. 意为“观看某人正在做某事”， 表示看到动作正在发生，但并不一定看到动作发生的全过程。例如：
We often watch him walk in the park. 我们经常看见他在公园散步。
I watched some girls playing volleyball when I walked past the playground. 当我经过操场时，看见一些女孩在打排球。
*I want to teach it to speak. 我想教它说话。
“teach sb. to do sth.”意为 “教某人做某事”。具有类似用法的动词还有 ask, want, tell等。例如：
I want you to go swimming with me. 我想要你和我一起去游泳。
*I like my rabbit because I can feed her carrots. 我喜欢我的兔子因为我可以喂她胡萝卜。
“feed +人/动物 +sth.”意为 “喂人/动物某物”，也可用“feed sth. to + 人/动物”代替。例如：
She is feeding the cat fish. = She is feeding fish to the cat. 她正给猫鱼吃。
[温馨提示] “feed +人/动物+on sth.”也是动词feed的常见结构，可用来代替上面的句型。例如：
They fed the chiken on bread. 他们用面包喂鸡。
*Sometimes, he makes a lot of noise. 有时他很吵。
make noise 属于习惯搭配，意为“吵闹；发出噪声”。 Noise 前面也可用 a lot of, much 等词修饰。 例如：
Don’t make a big noise in class. 不要在上课时大吵大闹。
Try not to make noise when you go upstairs. 上楼时不要发出声音。
*His blue and green feathers look so beautiful in the sun. 他的蓝绿相间的羽毛在阳光下看起来如此漂亮。
in the sun 是固定短语，意为“在阳光下”例如：
The cat likes to sit in the sun. 猫喜欢晒太阳。
[温馨提示]under the sun 表示“在世界上；到底”的意思。例如：
What under the sun do you mean 你到底是什么意思？
*When he is hungry, he always knocks on the cage door. 当他饿的时候，他总是敲笼子的门。
Knock on =knock at. 意为“敲（门、窗等）”，其中knock 可用作动词或名词。例如：
Suddenly I heard somebody knocking on the door. 突然我听到有人敲门。
There is a knock on the window. 有人敲窗户。
7B Unit 6 重点、难点和疑点全攻略（下）
*… it is a good idea to clean its hutch every day. 每天打扫兔笼是个好主意。
这里是“ It is +n. +to do sth.”句型，其中it 作形式主语，真正的主语动词不定式置于句末。例如：
It’s a good idea to go fishing.去钓鱼是个好主意。
It’s a pleasure to be able to help you. 能帮助你是件快乐的事。
*…I am busy at work all day. 我整天都忙于工作。
be busy at =be busy with, 意为“忙于某事“， at 和 with 后面接名词。例如：
Jack is busy at / with his homework. 杰克正忙于做作业。
[温馨提示] be busy 后面也可接v-ing 形式，即构成be busy doing sth. （忙于做某事）结构。例如：
The students are busy preparing the sports meeting. 学生们正忙于准备运动会。
*It says, “All dogs must be on leads.”上面写着：“所有的狗都必须牵着”。
此句中say 不是“说”的意思。在英语中，表示信上、牌子上、通知上、广告上等写着什么内容时，动词不用write，而用say。例如：
Here is a postcard for you. It says, ‘Happy New Year to you.’ 这里有一张你的明信片，上面写着：“祝你新年快乐”。
The blackboard says that Mr Lin will give us a talk tomorrow. 黑板上写着明天林先生将给我们作报告。(共16张PPT)
Reading
What’s your favourite pet Why
chase
hide
fight
do tricks
hunt
bite
My dog is the cleverest animal of all.
He doesn’t just ______and catch a ball. With eyes open wide,
He _____when I_____.
He does wonderful_______,
Builds me camps out of sticks.
He’d never bark or_____,
And he doesn’t like to_____.
My dog is my very best friend,
And I’ll look after him until the end.
My dog
chase
hunts
hide
tricks
bite
fight
Listen and fill in the blanks.
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.
My dog
Pay attention to the words in the poems.
My goldfish
My goldfish is a wonderful pet. My goldfish is a wonderful pet.
She doesn’t need a bed. She doesn’t need a bed.
She isn’t any trouble. She isn’t any trouble.
She doesn’t bark, We don’t have to feed her much,
She doesn’t miaow, She doesn’t need a rabbit hutch，
Just bubbles， Just bubbles，
Bubbles， Bubbles，
Bubbles. Bubbles.
1.Is your goldfish a wonderful pet
Yes,it is.
2.Does she bark or miaow
No,she does not.
3.Do we have to feed her much
No,we do not.
4.What does she just do
She just bubbles.
Cats sleep Anybody’s
Anywhere, Lap will do,
Any table, Fitted in a
Any chair, Cardboard box,
Top of piano, In the cupboard
Window-ledge, With your frocks
In the middle, Anywhere!
On the edge, They do not care!
Open drawer, Cats sleep.
Empty shoe, Anywhere.
by Eleanor Farjeon
Cats
1.Where do cats sleep
Anywhere.
2.What do cats like eating
Fish.
3.Can cats catch mice
Yes,they can.
1 . All rhymes with
2. Hide rhymes with
3. Sticks rhymes with
4. Bite rhymes with
5. Friend rhymes with
6. Bubble rhymes with
7. Ledge rhymes with
8. frocks rhymes with
ball box edge end fight tricks trouble wide
ball
wide
tricks
fight
end
trouble
edge
box
Some of the words in the poems rhyme. Help Millie complete the sentences.
barks bite chases lap miaows tricks trouble sofa
sofa
miaows
tricks
lap
trouble
chases
barks
bite
Complete the sentences below by using these words.
Match the sentences
He doesn’t just chase and A. He does amazing catch a ball. things.
He hunts when I hide. B. He can run after a ball
and do other things.
3. He does wonderful tricks. C. He looks around
for me.
He’d never bark or bite. D. And I always take
care of him
5. And I’ll look after him E. He is friendly.
until the end.
1.A goldfish isn’t any .
2.A goldfish doesn’t .
(make a noise like a dog does).
3.It doesn’t (make a noise like a cat does).
4.We don’t need to it much.
5. It doesn’t need a rabbit .
trouble
miaow
feed
hutch
bark
Fill in the blanks.
Where do cats sleep
On tables .
On chairs .
On top of pianos .
On window-ledges .
In open drawers.
In empty shoes .
In cardboard boxes .
On people’s laps .
In cupboards with your frocks.
Anywhere .
A question
A report
The dog is lovely, the goldfish is …
He / She can …
He likes to / doesn’t like to …
She doesn’t need …
…(共18张PPT)
Unit 6
Pets
Comic strip and Welcome to the unit
学习目标：
通过图片学习动物的名称
讨论动物们的典型特征
了解动物间特征的差别
cat
dog
goldfish
mouse
rabbit
parrot
A: What animal do you like (best)
B: I like …
A: Why do you like…
B: Because they’re …
lion
dolphin
penguin
giraffe
koalas
elephant
tiger
panda
Pairwork
Match the following animals
C. small and soft and I can hold it in
my hand
A. often swim around
D. eats carrots and has long ears
B. often sleep on my lap
1. parrot
2. rabbit
3. goldfish
4. mouse
5. dog
6. cat
E. I can play with him in the park
F. It can sing. I want to teach it to
speak.
Which is your favourite pet
tiger
goldfish
pig
rabbit
dog
monkey
cat
parrot
mouse
panda
Why
I like cat because she sleeps on my lap.
Listen and repeat.
12：30了，
Hobo。 把我
的午餐拿来。
你应该说“请”， 你应该更有礼貌些。
“请”把我的午餐拿来。
我应该换个新的电子狗。
What does Eddie want
Listen again and answer:
He wants his lunch.
2.Why is Hobo unhappy
Because Eddie is not polite.
Discussion
What should we do for
animals
Homework
在班级里做一个调查，看你的同学喜爱什么样的宠物，描述她（他）宠物的特征，然后汇报出来。
（lovely, pretty, naughty, big, small,
strong, fat…)
My favourite pet is dog. It is very friendly. It looks big and strong.
…
e.g.
