牛津英語高中教案
發(fā)表時間：2020-09-19七年級英語下冊Unit8PetsIPS教案（新版牛津版）。
Unit8集備部分
課題7BUnit8Integratedskills
中心發(fā)言人時間
Languageaims
1.topractisethelisteningandspeakingskills
2.tolearnabouttherightwaytolookafterthepets-fantailgoldfish
ImportancesanddifficultiesTherightwaytolookafterthepets-fantailgoldfish
Teachingprocedures:
Step1:Revision(5mins)
Asksomestudentstotalkabouttheirexperienceinlookingaftertheirpets.
Step2:Presentation(2mins)
Presentsomesentencesandmakesurethatthestudentsunderstandtheirmeanings.
Step3:Listening(10mins)
Listentoatalkandcheckthestudents’answers.
Step4:Exercises(5mins)
Choosetherightwaytolookafterthefantailgoldfish.
Step5:Listening(10mins)
Listentothetalkagainandcheckthestudents’answers.
Step6:Reading(5mins)
Readthepassageandmakesomenotes.
Step7:Listening(3mins)
Listentothetapeandanswersomequestions.
Step8:Discussion(5mins)
Makethestudentsdiscuss“Whatisyourownfavouritepet?”
Step9:Homework
Chooseyourfavouritepetandwriteapassagetotellyourfriendshowtolookafterit.
相關(guān)閱讀
七年級英語下冊Unit8PetsReading教案（新版牛津版）
老師工作中的一部分是寫教案課件，大家在仔細(xì)設(shè)想教案課件了。寫好教案課件工作計劃，我們的工作會變得更加順利！你們知道適合教案課件的范文有哪些呢？下面是由小編為大家整理的“七年級英語下冊Unit8PetsReading教案（新版牛津版）”，歡迎大家與身邊的朋友分享吧！
Unit8集備部分
課題7BUnit8Reading
中心發(fā)言人時間
Teachingaims:
l.Tolearnaboutrhymeschemes,stressandintonationofpoetry
2.Tolearnnewvocabularytotalkaboutpets
3.Toreadaboutanimalbehavior
Teachingfocus:
Tolearnaboutrhymeschemes,stressandintonationofpoetry
Difficultpoints:
Tolearnaboutrhymeschemes,stressandintonationofpoetry
Teachingmethod:
Task-basedapproach，ScenepedagogyandTeachingwithhumor
Teachingprocedures:
StepILeading-in
1.Tellstudents
Wetalkedaboutpetslasttime．Someofyoutoldmethepetsyoulike．Today,IlltellyouthepetsIlike．Canyouguesswhattheyare?
2.Letstudentsguessthepetthattheteacherlikesandwhytheteacherlikesit.
StepIIPresentation
1.Askstudentstostudythepoemsandpicturesonpage94.Writethetitle‘MyDog’ontheboardandalsotheverbthatareusedinthepoem:‘chase’,’catch’,’hunts’,’hide’,’builds’,‘bark’,‘bite’,‘fight’and‘lookafter’.Talkabouttheirmeaningsbyshowingthemsomepicturesaboutdogs.
2Say
DoyouknowwhyIwouldlikeadogtobemypet?Firstdogsarelovely．Theyliketochasethingssotheycanplaywithmeoutside.Second,theyaresocleverthattheycandolotsofwonderfultrick.Third，theycanhelphuntershuntinthewild．IfIhaveadog，Illtellhimnottobite,nottofightand
tohidehimselfwhenindanger．Hewillbemyverybestfriendand1willlookafterhimuntiltheend.
Writedowntheunderlinedpartandteachstudentstoread.
1.Read‘MyDog’onelikeatatimeandhavestudentsrepeatafteryou.
2.Askstudentstofindtheadjectivesinthepoemwhichtellusaboutitscharacteristics,e.g.,‘cleverest’.Workthroughthemeaningof‘wonderfultricks’.Thenaskthemtoidentifytheverbswhichdescribethedog’sactions(‘chase’,‘catch’,‘hunts’,‘builds’,‘bark’,‘bite’and‘fight’).
Askstudentssomegeneralquestionstoelicitdetailsaboutthedog’sactionstogeneratesomeofthekeyverbs,e.g.,whatdoesthedogdo?
5.Playthetapeandchoosetherightwordtofillintheblanks
bitehuntstricksfightchaseend
Mydogisthecleverestanimalofall
Hedoesn’tjust____(chase)andcatchaball．
Witheyesopenwide，
He______(hunts)whenIhide
Hedoeswonderful_____(tricks)
Buildsmecampsoutofsticks．
He’dneverbarkor_____(bite),
Andhedoesn’tliketo____(fight)．
Mydogismyverybestfriend，
AndIlllookafterhimuntilthe____(end)．
6StudentscompletetheexercisesinPartC,Page96.checkanswersasawhole.
7.Playthetapeandaskstudentstofollowthetape,askstudentstopayattentionto‘a(chǎn)ll’,‘hide’,‘stick’and‘friend’
8Playthetapeagainandlookfortherhymingpairs.ThenfinishthefirstfiveexercisesinPartB1,Page95
StepIIIPresentation
1.Presentstudentsthepictureofgoldfish,say
Ialsolikegoldfishverymuch.Iknowalotaboutit．Whataboutyou?Wouldyouliketoanswersomequestions?
2Discusswithstudents
Doesagoldfishchaseanotherfish?(Yes,maybeshesometimeschasessmallfish.)
Doesagoldfishhide?(Yes，shehidesherselfwhensheisplayingorwhensheseesabigfish．)
Doesagoldfishbark?(Ofcoursenot．)
Doesagoldfishfight?(Yes，Ithinkshemayfightforfood．)
Doesagoldfishbite?(Sure．)
Doesagoldfishneedabed?(No，shedoesn’t.)
Doesagoldfishmiaow?(No，shedoesn’t．)
Doesagoldfisheatmuch?(No，shedoesn’t．Shewilldieifshe．eatstoomuch)
Doesagoldfishneedarabbithutch?(No，shedoesn’t．Ithinkahutchisaplacelikeaboxoracageforsmallanimals．)
3.SayWhataquietgoldfish!Shedoesn’tbark，shedoesn’tmiaow．Shejustbubbles，bubblesandbubbles．Sheisnotanytrouble．
StepIVTask
1.Readthepoem‘MyGoldfish’afterthetape.
2.Readagain,completetheexercisesinPartC2,Page96.
3.Listenagainandfindouttherhymingpairs,andthendothesixthinPartB1.
4.Listenandrepeatthepoem.
StepVHomework
Reviewthelanguagepointsinthislesson.
七年級英語下冊Unit8PetsGrammar教案（新版牛津版）
Unit8
Knowledgeandability：1.Learntouseadjectivestodescribethings..
2.Learntouseindefinitepronounscorrectly.
Teachingaims1.Beabletouseadjectivestodescribethings.
2.Beabletousetheindefinitepronounscorrectly.
Difficultyandimportance1.Useadjectivestodescribetheirpets
2.Understandtheexactmeaningofeachindefinitepronouns.
Teachingsteps
Step1Presentation
Tellthestudentsmyfavouritefilmstar.
Askthestudentstofindtheadjectivesinthepassage.
Listenandfindthewords.
Arousethestudents’interest.
Step2Explanations
Explaintheuseofadjectives.
Listenandlearn
Understandtheuseofadjectives.
Step3Practice
Askthestudentstofillintheblankswithrightwords
Finishtheexercises.
Getfamiliarwiththeuseofadjectives..
Step4Presentation
Askstudentstosayoutthemeaningofeachindefinitepronouns.
Explaintheuseofeachindefinitepronouns.
Readandlisten
Getageneralunderstandingofeachword.
Step5Practice
Askthestudentstofinishtheexerciseonpage98.
Finishtheexercise.
Learntousethewords.
Step6Practice
Getthestudentstofinishtheexercises.
Fillintheblankswiththerightwords.
Makesurethestudentsknowhowtousethewordscorrectly.
Step7Homework
Trytowriteaboutyourownpetswithadjectivesandindefinitepronouns
七年級英語下冊Unit8PetsTask教案（新版牛津版）
Unit8Pets
集備部分
課題7BUnit8PetsTask
Teachingaimsandlearningobjectives:
Knowledge:
Studentswillbeableto:
1.Todescribecharacteristicsandpersonalitiesofpets
3.Todescribepetslifestyles,includingfeedinghabits,homes,likesanddislikes
3.Topresentanarticleaboutafavoritepet
Ability:
Studentswillbeable:
1.TodevelopSs’skillstocollectinformationbyaskingquestions.
2.Togeneratecreativeideasandgivedescriptions.
Teachingprocedures:
Step1Presentation
1.TellstudentsWewillwriteanarticleaboutyourfavoritepet．HereisasamplearticlefromAmy．Pleasereaditandtrytofindwhatshewroteaboutherpet.
2.AskstudentstoreadAmyspresentationaboutPoppyinPartB.ReadthroughAmyspresentationtogetherwiththestudentsandexplainmoredifficultwordsorphrases.Askindividualstudentstoreaddifferentpartsofthepresentation.
3.Letstudentstalkaboutthispassage:Whatdoesittalkabout?
1)What’sit?name,age
2)○1_____fur,_____paws,_____tail,____eyes,weighabout____
②sheis____and____○3eat/drink,sleep,play,likes/dislikes:
④feedher____,giveher___,brushherfur.
3)Whylikes?
Step2Task
1.Askstudentstochoosetheirfavoritepetbuttokeepitsecret.Ifstudentsdonothavepetsoftheirown,askthemtowriteaboutpettheyknowabitaboutorapettheywouldliketohave.
2.AskstudentstousethequestionsinPartAtohelpthemplantheirpresentations.However,theyshouldexpandtheinformationtoincludeanyextrainformationtheymayfindinterestinganduseful.Helpstudentsgenerateasmanyideasaspossible.
3.Askstudentstouseasmanyadjectivesaspossibletodescribetheirpetspersonality.Suggestthattheyreferbacktothepoemsforideas.
4.Tellstudentstoselectsentenceswhichtheylikeandmightwanttouseintheirownwriting.Suggestthattheyunderlinethem.
5.Thenaskstudentstoprepareinformationabouttheappearanceoftheirpet.Tellthemtowritesimplebutcompletesentencestodescribedetailsaswellasgenerallooks.
Step3Writing
1.Finally,askstudentstostartwriting.Askthemtosorttheirideasfortheintroduction,mainbodyandconclusionasdetailedinPartC.Encouragestudentstothinkcarefullyabouthowtoorganizetheirinformation,ideasandopinions.
2.Encouragestudentstolookatpicturesoftheirpetstohelpthemmakethewritingexperiencemoreconcrete.Picturesalsohelpstudentsfocusondescriptivedetails.However,ifstudentswanttoasktheirclassmatestoguessthenameoftheirfavoritepet,theymustnotshowthepicturestotheirclassmates.Emphasizetheneedtodraft,re-draftandedittheirworktomakeitreallyinteresting.Donotacceptafirstdraftasafinalpieceofwriting.Makesuggestionsasstudentsgothroughthedifferentstagestohelpclarifyhowtheprocessofwritingworks.
3.Asyougoaroundtheclass,suggestwaystogeneratemoreideas,selectbetterinformation,anddevelopmoreappropriatevocabularyandstructures.EncouragestudentstomakegooduseoftheUsefulexpressionstohelpthemwritetheirsentences.
Step4Homework
Writeanarticleaboutyourpet.
