高中課文教案

7BUnit6pets英文教案（10課時）。

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7BUnit6pets教案（10課時）
Languagefunctionsandfocus
Introducenamesandcharacteristicsofcommonpets,e.g.,Mycatisveryfriendly.
Recognizeandusenouns,verbsandadjectivestotalkaboutspecificanimalfeaturesintermsofappearance,characteristicsandpersonality,e.g.,Mydogisthecleverestanimalofall.Hedoesn’tjustchaseandcatchaball.
Recognizeandusepositiveandnegativeimperativestogiveinstructions,e.g.,Walkthedogat7a.m.Don’tchasethecat.
Recognizehowtouseappropriatemodalverbstogiveinstructionsandtoexpressdutyandresponsibilities,e.g.,Youshouldplaywithyourpetforsometimeeveryday.
Recognizepositiveandnegativeformsofmodelverbs,e.g.Youmustputcleanwaterinthefishtank.Youmustnottouchafishwithyourhands.

Languageskills
Listening
Identifyspecificcharacteristicsinadescriptionofagoldfish
Listenfordetailtoextractspecificinformation
Useknowledgepresentedinwrittentexttoinfergeneralmeaningandcontext
Completeaconversationusinginformationfromatalk
Speaking
Askandrespondtoquestionsaboutfavouritepets
Askforexplanationsofopinionsandrespondappropriately
Stresskeywordsinsentences
Identifytypicalstresspatternsinsentences
Tellothersaboutafavouritepet
Reading
Becomefamiliarwithrhymingwords
Learnintonationandrhymeschemeofpoems
Identifyspecificmeaningbyscanningthetext
Writing
Presentfactualinformationandopinionsinwriting
Describecharacteristicsandpersonalitiesofpets
Describepets’lifestyle,includingfeedinghabits,homes,andlikesanddislikes
Generatepersonalideas,planandorganizetexttocommunicateyourownopinions

Warm-upactivity
Beforethislesson,askstudentstobringinpictures,leaflets,oranyotherrealiarelatedtopets.Theycangetmaterialsfrompetshops,theinternetandmagazines.Itisalwaysagoodideatobringinmaterialsyourselftomakesurethatyourlessongetsofftoagoodstart.
Passthematerialsaroundtheclassatthebeginningofthelessonandthenputthemupondisplay.Askstudentstomakecomments.Reviewthenamesofdifferentanimals.Encouragethemtoselectsuitableadjectivesdescribethebooks,behaviour,homesoranythingelsetheyassociatewiththepets.Doaquickclasssurveyabouthowmanystudentshavepetsandwhatkindofpetstheyhave.Usethissituationtointroducethefunctionofgivinginstructionstopreparefortheconversationpresentedinthecomicstrip.
‘Bringme…’and‘should’areusedtoexpressinstructionandduty.Askstudentstolookatthecomicstrip.Ask
WhatdoesEddiewant?(Hewantshislunch.)
HowdoesHoborespond?(HetellsEddietobemorepolite.)
WhyisHobounhappy?(BecauseEddiewasnotpolite.)

Welcometotheunit
Objectives
Tointroducestudentstotheworldofpets
Toidentifynamesofanimalsandtypicalfeatures
Tounderstanddifferencesinanimalfeatures

Teachingprocedures
1.EncouragestrongerclassestodothetaskinPartAwithoutfurtherpre-teachingofkeywords.Forweakerclasses,youmayneedtoreviewthenamesoftheanimalsandcheckwhethertheyknowhowtopronouncethem.Thenaskstudentstodethetaskassetout.
2.Dividetheclassintopairs.Askstudentstocomparetheiranswersanddiscussanydisagreements.
3.Forstrongerclasses,doPartBasaquiz.Studentsclosetheirbooks.Youreadthesentencesa-fandstudentshavetoguesstheanswer.Thestudentwhoanswersfirstgetsapoint.Weakerclassesfollowtheinstructionsassetout.Youcoulddoaquizlateronforrevision.
4.Askstudentstoprepareasentenceabouttheirfavoritepet.Tellthemtopretendthattheyhaveapetiftheydonotownone.
5.Dosomeexercises.（詳見課件）

Reading
Objectives
Tolearnaboutrhymeschemes,stressandintonationofpoetry
Tolearnnewvocabularytotalkaboutpets
Toreadaboutanimalbehaviour

Backgroundinformation
Thissectionintroducesstudentstopoetry.Thethreeshortpoemsaredifferentnotonlyinthechoiceofpets,butalsointhewaytheyfocusondifferentaspectsofanimals.Thestyleofeachpoemisdifferent.‘MyDog’focusesonbehaviouradjectives.‘MyGoldfish’expressesthepoet’sfeelingsaboutthegoldfish’slifestyle.‘Cats’describesthedifferentplaceswherecatssleep.

PartA
Teachingprocedures
1.Askstudentstostudythepoemsandpicturesonpage90.Writethetitle‘MyDog’ontheboardandalsotheverbthatareusedinthepoem:‘chase’,’catch’,’hunts’,’hide’,’builds’,‘bark’,‘bite’,‘fight’and‘lookafter’.Talkabouttheirmeanings.
2.Forweakerclasses,read‘MyDog’onelikeatatimeandhavestudentsrepeatafteryou.Forstrongerclasses,choosefivestudentstoreadtwolineseach.
3.Askstudentstofindtheadjectivesinthepoemwhichtellusaboutitscharacteristics,e.g.,‘cleverest’.Workthroughthemeaningof‘wonderfultricks’.Thenaskthemtoidentifytheverbswhichdescribethedog’sactions(‘chase’,‘catch’,‘hunts’,‘builds’,‘bark’,‘bite’and‘fight’).
Askstudentssomegeneralquestionstoelicitdetailsaboutthedog’sactionstogeneratesomeofthekeyverbs,e.g.,whatdoesthedogdo?
4.Forweakerclasses,readthepoem‘MyGoldfish’andaskstudentstofollowintheirbooks.Explainthemeaningof‘miaow’and‘bubbles’.Forstrongerclasses,asktwostudentstoeachreadastanza.
5.Readthepoem‘Cats’.Asyoureadthepoem,trytousegesturesandminestoillustratethedifferentimpressionspresentedinthepoem.Learnaboutthewords‘window-ledge’,‘edge’,‘drawer’,‘lap’,‘cardboardbox’and‘frocks’.
6.Askmoreablestudentstoreadthe‘Cats’poem,firstontheirownandthenwithapartner.S1readslines26-35andS2readslines36-46.Askifanystudentshavecatsthatliketosleepinunusualplaces.
7.Havetheclasspreparethispoemforchoralreciting.Allocatedifferentlinestoindividualstudentsorpairstocreateadramaticimpression.Askoneortwostudentstoreadonelineonly,e.g.,
S1:Cats
All:Catssleepanywhere,
S2:Anytable,
S3:Anychair,
S4:Topofpiano,
Thisactivityhelpsstudentstoworkasateamastheyhavetolistentotheircues,whichencouragesthemtoworkcollaboratively.
8.Askstudentswhichpoemtheylikebest.Encouragemoreablestudentstosaywhytheylikeit,e.g.,Ilikethepoemaboutcatsbecausetheyaremyfavouriteanimals.

Extensionactivity
Forstrongerclasses,askstudentstocopythepoem‘Cats’intotheirbooks,leavingenoughspacetodrawthedifferentobjectstoillustratewherecatsliveandsleep.Encouragestudentstointerprettheuseofprepositionstoprepareacorrectvisualpresentationofthepoem.

PartB
Teachingprocedures
1ReadthewordslistedintheboxinpartB1totheclass.Askstudentstorepeateachoneandtopayparticularattentiontothesoundsofthefinalsyllables.
2Askstudentstocompletethesentenceswiththecorrectwords.Encouragethemtoreadthesentencesoutloudsothattheycanhearthesoundsofthewords.Forweakerclasses,youmayneedtoreadoutthefirstwordofeachsentenceslowlyandaskstudentstorepeatthembeforetheystartcompletingthesentences.
3Asklessablestudentstoworkwithapartnerandtaketurnssayingtherhymingpairsaloud.
4Asklessablestudentstodotheextraquestionsonpage91.Formoreablestudents,donotprovidethemwiththeextragappedsentencesandwords.Askthemtolookforotherrhymingpairsinthepoemsthemselves.
5Askstudentswhethertheythinktherhymingwordsmakethepoemsmorepleasanttolistento.Acceptallopinions.Thenaskindividualstudentswhataretheotherrolesoftherhymeinpoetry.Elicitasmanyopinionsaspossible,e.g.,makespoetryeasiertoremember,createsabeatattheendofeachline,helpscreateapatternofsoundsandasoundrhythm,createsatune,helpscreatetheimages,etc.
6ExplainthecontextandtheinstructionstopartB2.Reviewthewordsinthebox.Thenaskstudentstocompletethesentenceswiththecorrectwords.
7Asktwovolunteerstoreadoutthecompletedarticles.（勵志的句子 www.dJz525.coM）

Extensionactivity
Askmoreablestudentstofindanyotherrhymingpairsfromthewordslearnedinotherunits.Givethemarewardforfindingone,twoormore.Thisisaveryusefulpronunciationexerciseaswellasanactivitywhichpreparesstudentstouselanguagecreativelyontheirown.

PartC
Teachingprocedures
1.AskstudentstodoPartC1inpairs.Encouragethemtouseadictionaryifnecessary.
2.Reviewtheanswerandclarifyanyareasofuncertainty.
3.AskstudentstodoPartC2ontheirown.Remindthemthatallthewordscanbefoundinthepoem‘MyGoldfish’onpage90.Askmoreablestudentstodothetaskwithoutreferringthepoem.TelllessablestudentstofindthewordsinthepoemtocompletewhatPetersays.
4.Readoutthefirstline.Thenaskfourstudentstoreadoutonelineeach.
5.TodopartC3,studentswillhavetorefertothepoem‘Cats’onpage90.Askmoreablestudentstodothetaskontheirown.Lessablestudentsmayneedhelp.Providethemwiththenamesofplaces,andperhapshowmanytimeseachprepositionisused.
Askmoreablestudentswherecatssleepbasedonthepoem‘Cats’onpage90.Tellthemthattheycanuseanyotherwordsapartfrom‘in’,’on’and‘ontopof’.

Vocabulary
Objectives
Torecognizeandidentifyarangeofanimalfeatures
Todifferentiatebetweenfeaturesbelongingtodifferentanimals
Touseappropriatenounsandverbswhendescribingtheappearanceandcharacteristicsofdifferenttypesofanimals
Teachingprocedures
1AskstudentstodoPartAontheirownsothatyoucancheckhowmanywordstheyknow.Thenaskstudentstocomparetheirlabelswithapartner.
2Identifythewordsmoststudentsdonotknow.Talkaboutthespecialfeaturesofvariousanimalstoaidstudentsinguessingthecorrectmeanings.Forinstance,ifyouareteachingtheword‘beak’,tellstudentsthatbirdshavebeaks,whichtheyusetoeatanddrink.
3ExplaintheinstructionsofPartB.Tellstudentsthattheyshouldreadthetextsfirstbeforetryingtoselectasuitableword.Encouragethemtogetanunderstandingoftheoverallmeaningofeachtextsothattheirwordchoicesbecomemorenatural.

Extensionactivities
AskstudentstowriteasimilarprofileabouttheirfavouritepetusingthetextsinPartBasmodel.

Grammar
Objectives
Tousepositiveandnegativeimperativeswhengivingordersandinstructions.
Toorganizeandunderstandhowtouseimperativesappropriately.
Tousethemodals‘must’,‘oughtto’and‘should’totalkaboutdutiesandresponsibilities.

PartA
Teachingprocedures
1.Talktostudentsaboutthepurposeofinstructions.Givethemafewexamplesusingclassroomsituations.Writesomeinstructionsontheboard.Thenaskthemaboutthesituationswhenweusethem.Askstrongerclassestocreatealistofdifferentinstructionsandthenwritethedifferentsituationsastitlesaboveit,e.g.,
Classroom
Sitdown.Openthedoor.Bequiet.Stoptalking.Workwithapartner.
Pleaseclosethewindow.
Firedrill
Walkquietly.Don’trun.Don’ttakethelift.Takethestairs.Lineup.
Gototheplayground.
Leaveyourbags.
Onthebus
Don’tpush.Standclearofthedoor.

Forweakerclasses,jumblethesentencesupandaskstudentstogroupthemunderthecorrectsituations.
2Imperativesentencesdonotnormallyincludeasubject,becausethesubject‘you’isimplied.However,anounorpronouncansometimesbeusedtoidentifythepersonreceivinganorderorinstruction,e.g.,thespeakerwantstoattractMary’sattentionandsohe/shesays,‘Mary,don’tpush.’/‘Don’tpush,Mary.’.Makesurestudentsunderstandtheimperativeformandavoidthecommonmistakeofplacingapronouninfrontoftheimperative.
3Gothroughtheexplanationsandgrammartableonpage94toclarifytherulesforusingimperativeswhengivingpositiveandnegativeinstructions.
4AskstudentstostudythepicturesinPartA1.Checktheirunderstandingofthesituationspresentedinthepictures.Forweakerclasses,reviewtheverbsintheboxbeforestudentsstartworkingonmatchingthesentences.
5Asklessablestudentstoworkinpairstoselectthecorrectwordtofillineachgap,thenmatchthepictureswiththeinstructions.Whentheyhavefinished,askthemtoreadeachinstructiontotheirpartner.
6ExplaintherubricinPartA2,makingsurestudentsunderstandtheexercise.Studentsrearrangethewordstomakepositiveandnegativeinstructions.
7Askstudentstoreadouttheinstructionstheyformed.

Extensionactivity
AskstudentstopresenttheinstructionsinPartA2intheformofaposter,withpictures.Encouragethemtothinkofmoreinstructionsforthecareandfeedingofacatorapetoftheirchoice.

PartB
Teachingprocedures
1Talkaboutsituationsinvolvingdutyandobligation.TrytolinkthemtothecontextoftheBeijingSunshineSecondarySchoolstudentswhoaretalkingaboutlookingafterpets.Itisusefultopointouttostudentsthatwecanusethesemodalstogiveinstructions.
2Gothroughtheexamplesonpage9596,referringtothedegreesofnecessity.Explaintheuseof‘oughtto’and‘should’,whichhavemoreorlessthesamemeaning.‘Oughtto’isabitstrongerandtendstobeusedmorewidelywhentalkingaboutlawsorregulationsimportedfromtheoutside,while‘should’impliespersonalopinionsand,therefore,islessstrong.
Askstudentsforsamplesentencesandwritethemontheboard.
3Askthroughtheexamplesofnegativesentences.Writesomesamplesentencesontheboard.
4.Explaintostudentsthat‘must’isthestrongestword,expressingthesensethatsomethingisaabsolutelynecessary.
5.InpartB1,theBeijingSunshineSecondarySchoolstudentsgiveinstructionsaboutlookingafterpets.Eachpointofthenotesontheleftdescribesthedegreeofnecessityfortheinstructionnexttoitontheright.
Readthenotestotheclass.Thendividetheclassintopairsandaskstudentstocompletetheinstructionontheright.Encouragestudentstochecktheexamplesentenceonpages95and96toidentifythecorrectmodalwordtofiteachinstruction.
6.Useclassfeedbacktoidentifyanymisunderstanding,astheyinvolvetheuseofnegativeforms.
Extensionactivity
Dependingonthegeneralabilityofyourclass,thiscouldbedoneattheendofthissectiontoconsolidatestudents’understanding.Elicitstatementsfromstudentsusingdifferentmodalstotalkaboutasituation,e.g.,
Anewstudentisjoiningtheclass.Askwhatinstructionscanyougivethenewstudent?e.g.,
Youmustarriveatschoolat8.10inthemorning.
Yououghttowalkslowlyonthestairs.
Youshouldhandinyourhomeworktothemonitor.
Theclasshastochooseaclassmonitor.Ask
Whatarehis/herduties?e.g.,
He/shemustcollecttheexercisebooks.
He/sheshouldmakesurethatstudentsfollowtheschoolrules.
7.AskstudentstoreadthefourlettersinpartB2carefully.Makesurethattheyunderstandthemessageswell.Askthemrememberandtocheckthewordsintheirdictionaries.
8.InPartB3,studentscanreadsomeoftheanswerswhichgiveadvicetothewriterofeachletter.studentscheckanswerswithapartner.
9.Dividetheclassintogroupsoffour.onegroupcomestothefrontoftheclassandeachmemberreadsoneletteratatime.
Arepresentativefromanothergrouprespondsbyreadinghis/heradvice.Youcouldturnthisintoacompetition.Ifthesentenceiscorrect,thegroupwinsapoint.Ifnot,thechancegoestothenextgroup.Studentscorrecttheirownsentence.

Extensionactivity
Askmoreablestudentstocomeupwiththeirownadvicetothepetowners.Tellthemtochoosetwothingsyoushould(not)ought(not)todowhenyouownapet.Theythenwritesentencesgivinginstructions.Askstudentstoreadouttheiradvicetotheclass.

Integratedskills
objectives
Toidentifyspecificcharacteristicsinadescriptionofgoldfish.
Tolistenfordetailandextractspecificinformation.
Touseknowledgepresentedinwrittentexttoinfergeneralmeaningandcontext.
Tolistenforspecificinformationtocompleteaconversation.
PartA
teachingprocedures
1.createaninterestinthesituation.Bringapictureofagoldfishtoclassandaskstudentstomakecommentsaboutit.Whydopeoplelikefishasapet?Elicitinformationfromstudentsaboutthefantailgoldfish.Youmightliketoaskstudentstoreviewthewordslearnedinthevocabularysection.
2.TellstudentsthattheywilllistentoatalkgivinginformationaboutfantailgoldfishinpartA1.Beforeplayingtherecording,askstudentstoreadthelistofnotesthatthatPeterismakingwhileheislistening.Encouragestudentstoguesstheveracityofthestatements,basedupontheirownknowledge.Askstudentstowritetheirguessesinpencilbeforelistening.
3.playtherecordingandaskstudentstoconfirmorchangetheirinitialresponses.Checkanswerswiththewholeclass.
4.Askmoreablestudentstodotheextraexercise.Youcanalsoaskthemtocorrectthefalsesentences.
5.AskstudentstoreadtheleafletinpartA2abouthowtolookafterafantailfish.Studentscheckthemeaningsofthestatements.
6.Askstudentstomakethreepositiveinstructionsandthreenegativeinstructionsusingtheinformationintheleaflet.Tellthemthattheyshouldrefertothetableonpage95forhelpinchoosingthecorrectmodalverbforeachsentence.
7.Asksixstudentstoreadoutonesentenceeach.Haveanothersixstudentswritetheanswersontheboard.
8.AskstudentstoreadthephoneconversationinpartA3betweenAmyandPeter.Tellstudentstousetheirownknowledgegatheredsofartoguesswhichwordsbestfitthegapsbeforeplayingtherecording.Tellthemtowritetheirguessesonapieceofpaperorinthemargin.
9.playtherecordingagainsothatstudentscanchecktheirinitialchoiceofwords.Whilelistening,theycanconfirmorchangetheirinitialresponses.
10.Askstudentstoformpairsandreadtheconversationtoanotherpair.Eachpairchecksthecorrectchoiceofwords.Iftherearedisagreements,studentsshouldmakenotesanddiscussaftertheconversationiscompleted.
11.Askamoreablepairtopresenttheconversationtotheclass.Checkcorrectuseofwordsandclarifyanydisagreements.
PartB
Objectives
Toaskandrespondtoquestionsaboutfavouritepets.
Torespondbystatingopinions.
Toaskforexplanationsofopinionsandrespondappropriately.
teachingprocedures
1.AskstudentstoworkinpairstoreadDanielandAmy’sconversation.Thenaskthemtochangerolesandreadtheconversation.Thenaskthemtochangerolesandreadtheconversationagain.
2.Askstudentswhichanimalstheylikeanywhy.Encouragethemtomakenotes.
3.AskstudentstopreparetheirownconversationsusingDanielandAmy’sconversationasamodel.Encouragethemtomodifyandadaptusingthephrases‘I’mfondof…’‘Ihate….’‘Idislike….’and‘I’mcrazyabout….’.Ifnecessary,providethemwiththeusefulexpressionsinthecolumnontheright.Forlessablestudents,reviewthemeaningsofthephrases.Allowthemtosimplyreplacetheunderlinedwordsinthemodelconversationwiththeirownideas.
4.Givestudentsafewminutestopracticethenasksomepairstopresenttheirconversationstotheclass.Rememberthatstudentsshouldbeabletoproducetheirconversationswithfluency,eyecontactandlinkingwords.Remindthemtokeepsentencestressinmindwhenthyarespeaking.
Usefulexpressions
Idon’tlikeanimals.
Mysisterhasa….
Iplaywithmydoginthepark.
Mycatlikeseating….
Catsareveryclean.Youdon’thavetobathethem.
Theyshouldteachtheirdognotto….
Youmustfindsomeonetolookafter…
Whileyouareonholiday.
Pronunciation
Objectives
Tointroducetheideaofsentencestress.
Toidentifyandrecognizetypicalstress.
teachingprocedures
1.playtherecording.AskstudentstoreadthesentencesinpartAastheyarelistening.confirmthattheimportantwordsthatconveykeymeaningareinboldandarestressed.Askstudentstorepeatthesentenceinchorus.
2.Dividetheclassintopairs.Askstudentstochoosesomesentencesfromthelistandpracticepresentingthem,payingattentiontostressingthewordsinbold.
3.AskstudentstoreadthesentencesinpartBandcirclethewordswhichtheythinktheyshouldbestressed.Studentslistentotherecordingandcheckthewordswhichthey

Homework
Readthesoundsafterthetapeagainandagain.

延伸閱讀

牛津7BUnit4教案（10課時）

牛津7BUnit4教案（10課時）

Unit4Amazingthings---Period1
TeachingContents
1.Comicstrip.2.Welcometotheunit.
TeachingAims:
1.Knowledgeobjectives:
1)Toreviseoldvocabularyandlearnnewvocabularyaboutfood.
2)Totalkaboutlikesanddislikeswithregardtofood.
2.Abilityobjectives:
1)Expresslikesanddislikes.
2)Learninghowtotalkaboutthekindsoffoodtheylikeanddislike.
3.Emotionobjectives:Tohelpthestudentshaveahealthylifestyleanddiet.
TeachingMethods:Listening,speaking,readingandwriting
TeachingMaterials:
1)Student’sbook7A,page55.
2)Somepicturesofseveralkindsoffood.
3)Slideshows.
TeachingProcedures:
1.Pre-task
1)Warming-up
Let’ssingasongtorelax.
2)Freetalk
T:Goodmorning,boysandgirls.S:Goodmorning,Miss…
T:Inthelastweeks,we’vetalkedaboutfestivals.WhatdowedoonFestivals?
S1:Wehaveparties.S2:Weoftenhavebigmeals.
T:Yes,peopleeatdifferentfoodondifferentfestivals,WhatdopeopleeatonThanksgivingDay?
S1:Turkeys.
T:WhatdoweeatonSpringFestival?S2:Dumplings.
T:Great.Boysandgirl,doyouknowsomeotherfood?S1:Eggs.S2:Bread,oranges.
T:Verygood.Pleaselookatthefood.
(Showthemapicture,inwhichthefoodisclassifiedliketheformonpage55,andthenteachthemthenewwords:
vegetable,hamburger,abowlofrice.Aftershowingthesenewwords,teachthemtoreadandrememberthesewordswhichwillappearinthelesson.)
T:Doyoulikethesefood?S:Yes.
T:Thefoodlookverygood,soIamalittlehungry.(withthegesture,letthestudentsknowthemeaningofthiswordandwriteitontheblackboard)Iwantsomefish.Ilikefishverymuch,andfishismyfavouritefood.ButIdon’tlikechicken.Ihatechicken.
(WritethesetwonewwordsontheBbandleadthemtoread.)
2.While-task
1)Presentation
T:Pleaselookattheformonpage55,Tom,Ilikefish,whatfooddoyoulike?S:Hamburgs.
T:Doyouloveit?S:Yes,Ieatiteveryday.
T:Doyoulikerice?S:No,Idon’t
T:Thanks.Youdon’tlikerice.Soyoudislikerice.Boysandgirls,weknowTom’sfavouritefood,buthowaboutyourfavouritefood?
2)Practice
T:Pleaseworkinpairsandfillintheform.
(Givethem3minutestodoit,thenasksomeofthemtoactitout)
3.Post-task
1)Presentation
T:Boysandgirl,lookathim.Heismyfriend,Jack.Heisvery…
(Showthemapictureofafatman.)S:Fat.
T:Yes.Canyouguesswhichfoodheloves?S:Hamburgers.
T:You’reveryclever.Heloveshamburgersverymuch,andeatsiteveryday.
Doyouthinkheisahealthyperson?(withgestureteachthesetwonewwords)S:No.
T:Why?S:Heeatstoomuch.
T:Yes.Andheneverdoessports,heneverexercises.(writethiswordontheBb)
Buthewantstobefitlikehim.(Showanotherpictureofaveryhealthyandstrongman)
Canyouhelphim?
S1:Hecan’teattoomuch.S2:Hecanruneveryday.
T:Yes,hecanexercise.Whatcanheeat?
S1:Vegetables.S2:Rice.
T:Great.Heneedsahealthydiet.(WritethetwonewwordsontheBbandteachthemtoread.)
Withthehelpofdiet,hewillhaveenergy.(writeitontheBbandtellthemeaningofitinEnglish.)
2)Comicstrip
T:Now,boysandgirls,listentothetapeandanswerthesetwoquestions.
1.Whattimeisit?
2.DoesEddieoftenexercise?
(AsktheSstoanswerthequestions.)
T:Now,pleaseopenyourbooks,turntopage54.Readafterthetape.
(Afterreadingafterthetape,letthemreadbythemselvesinroles.)S:…
3)Practice
T:Now,workinpairstoactitout.
(Givethem3minutestoprepareit,thenasksomepairstoactitout.)
Homework
1)Copythenewwords.
2)Writefivesentencesaboutyourfamilylikethis:Myfatherloves/likes….Mymother….
3)GetreadyforReadingonpage56.

牛津7Bunit6第一課時學(xué)案

班級___________姓名___________評價:_______________
一.根據(jù)首字母、中文提示、句意或英語解釋寫單詞。
1．Wewouldliketogo_________(露營)atthebeachnextweek.
2．Mydogalways__________(接住)theballinit’smouthandrunsaway.
3．Heoftensleepswithhiseyesopen_________(張大地).
4．Don’t_________(藏)behindthedoor.Theywillfindyoueasily.
5．Thepolicemenare_________(搜尋)thevillagefortherobbers.
6．They__________(建造)newhousesforthepeopleinWenchuanLastyear.
7．Nobodyinhisclass_________(在乎)thepriceoftheCDsbecausetheylovethemusic.
8．Thetwodogare___________(打架)forbones.
9．Helooked__________(在…周圍)butsawnothingunusual.
10．Inthe__________(中央)oftheroom,thereisanicepiano.
11．Heiscleverandneverhasany_________(麻煩，困難)workingouttheproblem.
12．Becareful,thedogoften___________(咬人).
13．Peoplehateallm__________exceptonecalledMickeyMouse.
14．Parrotsareveryclear.Theycanr_________people’swords.
15．Thedraweris_________(withnothinginside).Soyoucanputyourbooksinit.
16．Look!Theparrotisknockingonthecagedoor.Itmustbeh_________.
17．Hurryup,Eddie!Orwecan’tc_________theearlybus.
18．Ifyouwanttofly,youneedtohaveapairofw_________likebirds.
19．It’snotpolitetotalkwithothersifyourmouthisf_______offood.
20．Rabbitslikeeatingc__________best.

二．用所給詞的適當形式填空。
1.Didyoulearnhow__________(draw)yesterday?
2.Mylittlesisterenjoyed___________(she)inthezoobecauseshesawmanyanimals.
3.Theteacheroftentellsus____________(notspend)muchtimeonTV.
4.Youshouldbe_______________(polite)thanusual.
5.Listen!How___________(happy)yourparrotsings!
6.Sheisafraidof___________(stay)athomealoneatnight.
7.It’snoteasyforus__________(keep)petsathome.
8.Ialwaysseehim___________(run)afteraball.
9.What___________(amaze)newstheyheard!
10.Thechildren____________(take)somephotosofJinshanParklastweekend.
11.Sheseldommakesmistakesnow.Sheis_____________(careful)thanbefore.
12.Jim_________(feed)thecatsafterschoolwhenhewasyoung.

三．單項選擇。
()1.Youdon’t_______takeitforawalkeverymorning.
A.needB.havetoC.mayD.must
()2.Please_____thepetsonthetable.
A.nottofeedB.don’tfeedC.notfeedD.notfeeding
()3.Musttheygotobedat9:00p.m?No,they_______.
A.mustn’tB.needn’tC.don’thavetoD.BandC
()4.Ilookedformypen_______,butIcan’tfindit.
A.everywhere,anywhereB.anywhere,everywhere
C.somewhere,everywhereD.everywhere,somewhere.
()5.Rememberto______yourhomeworktoschooltomorrow.
A.takeB.bringC.buyD.worry
()6.It’shardtokeepthehousewiththreekids.
A.cleaningB.tocleanC.cleanedD.clean
()7.Thisbook_______Lucy’s.Look!Hernameisonthebookcover.
A.mustbeB.maybeC.can’tbeD.mustn’tbe
()8.Youplaywithfire,Tom.It’sdangerous.
A.needn’tB.maynotC.mustn’tD.wouldn’ts
()9._________thebirdissinging!
A.HowbeautifulB.HowbeautifullyC.WhatbeautifulD.Whatbeautifully
()10.He________finishhishomework__________hisDadcameback.
A.not;untilB.didn’t;untilC.won’t;beforeD.isn’t;after

四．請根據(jù)漢語句子意思，完成英語句子，每空一詞。
1.他的羽毛在陽光下看上去非常漂亮。
His_________looksonice_______________________.
2.在古代，人們經(jīng)常用木頭造房子。
Longago,peopleoften________ahouse______________wood.
3.今天是星期天，我爸爸不必去上班。
It’sSundaytoday.Myfather_______________________work.
4.她累了就在椅子里睡覺。
Shesleepsinthechairwhenshe______________.
5.有人按響門鈴，他就會大叫。
Hebarkswhensomeone_______the__________.
6.我一回到家他就向我打招呼。
He_____________tomewhenIcome______________.

五．完形填空。
Weseemanyanimals,likerabbits,bees,birds,sheepandsoon,butdoyouknow__1__theseanimalssaythings?First,let’sseearabbit.Whenarabbitseessomething__2__itrunsawayatonce.Whenitruns,itstailmovesupand__3__.Whenotherrabbitsseethis,theyrun__4__.
Manyotheranimalsusethiskindof__5__.Whenabeehasfoundsomefood,itgoesbacktoitshome.Itcannottell__6__beeswherethefoodisbyspeakingtothem,butitdoesalittledanceintheair.Theymaytellotherbees__7__thefoodis.
Someanimalssaythingsbymakingsoundslikeamandoes.__8__,adogbarkswhenastrangercomesnear.Somebirdscanmakeseveral__9__sounds,eachwithitsownmeaning.Inaword,everyanimalhasits__10__language.
()1.A.howB.whenC.whyD.where
()2.A.interestingB.dangerousC.nearitD.had
()3.A.upB.againC.downD.on
()4.A.quicklyB.awayC.tooD.back
()5.A.wayB.movingC.languageD.running
()6.A.theotherB.smallC.alltheD.many
()7.A.whatB.howC.whereD.whose
()8.A.ForexampleB.VeryoftenC.AsusualD.Atfirst
()9.A.strangeB.interestingC.usefulD.different
()10.A.realB.ownC.easyD.old

牛津7Bunit6第二課時學(xué)案

為了促進學(xué)生掌握上課知識點，老師需要提前準備教案，大家正在計劃自己的教案課件了。只有規(guī)劃好教案課件計劃，這樣我們接下來的工作才會更加好！有哪些好的范文適合教案課件的？急您所急，小編為朋友們了收集和編輯了“牛津7Bunit6第二課時學(xué)案”，歡迎大家閱讀，希望對大家有所幫助。

主備課題：7BUnit6審核人：七年級英語備課組
班級_____________姓名___________成績________________

一．根據(jù)首字母或中文提示填空。
1.Therearemany________(老鼠)inthatoldhouse.
2.Youmustalways______(隱藏)theknifefromchildren.
3.Theparrot’s______________(羽毛)lookverybeautifulinthesun.
4.Itis________(必要的)tocleanthefishtankonceaweek.
5.Theblackcatisc________abigmousenow.
6.Theyf_______yesterday,sotheydon’tspeaktoeachothertoday.
7.Ican’tfindmycat.Doyouseeita__________?
8.Youshouldc_____________thewatereveryday.
9.Thereisnomilkinthebottle.It’se___________.
10.--What’sthet_______withyou?
--IfeelsadbecauseIdidn’tgetagoodg______inthisexam.
11.Heparentsh_______forhimeverywherewhenhewasl________.
12.Thesignsays”Allthedogsmustbeonl________.”

二．用所給詞的適當形式填空。
1.Hetaughtus_______(cook)yesterdayandwetaughthimhow________(draw).
2.Hecanlearn_______(repeat)whatIsay.
3.Thepoliceoftentellpeople__________(notcross)theroadwhenthelightisred.
4.Youshouldbe__________(polite)thanusual.
5.Whenwelookafterpets,weshouldbe______(care)andtreatthem__________(care).
6.Remember_______(clean)thefishtanktoday.
7.Whoisthe_______(own)ofthelittledog?
8.Hewalked_______(slow)towardstothecar.
9.Ioftenhearhim________(play)thepianointhenextroom.
10.Listen!How_______(happy)yourparrotsings!

三．選擇填空。
()1.Iwanttoborrowabook______animals.
A.withB.inC.ofD.about
()2.______volleyballhere,______youmaybreakthewindows.
A.Play,orB.Don’tplay,orC.Play,soD.Don’tplay,so
()3.Animalsdon’tlike______cages.
A.liveinB.liveC.livinginD.living
()4.I’mhungry,______memylunch.
A.takeB.BringC.ShowD.Help
()5.I______gotobed______myfathercameback.
A.won’t,untilB.didn’t,until
C.will,untilD./,when
()6.Dont____________.Westillhaveenoughtime.
A.worryB.beworryC.worriedD.getworry
()7.Iftomorrow______________fine,we’llgrowtheflowers.
A.isB.beC.willbeD.isgoingtobe
()8.Youshouldplaywithyourpetfor___________everyday.
　A.sometimesB.sometimes
C.sometimeD.sometime

四．改為同意句。
1．Mydogiscleverthananyotheranimalsintheworld.
Mydogis____________________intheworld.
2.Shefedherdogboneseveryday.
She____________________herdogseveryday.
3.HowoftendoesJimgetaletterfromhismother?
HowoftendoesJim______________hismother.
4.IcouldswimwhenIwas10yearsold.
I____________________swimwhenIwas10yearsold.

五．翻譯。
1.對我們來說每天刷牙兩次是有必要的。
It’s_______________us__________brushourteethtwiceaday.
3.英國英語和美國英語有點兒不同。
BritishEnglishisa___________________________AmericanEnglish.
4.你離家時要確保門窗是關(guān)的。
Please____________________youkeepyourdoorsandwindows__________whenyouleavehome.
6.聽了一個關(guān)于扇尾金魚的報告后，我們學(xué)會了怎樣照顧它們。
After__________toatalk_________fantailgoldfish,we___________abouthowtotakecareofthem.
7.請安靜，別在教室里大聲喧嘩。
_________________.Don’tmakeso_____________________intheclassroom.

六、閱讀理解。
Onedayanoldmanissellingabigelephant.Ayoungmancomestotheelephantandbeginstolookatitslowly.Theoldmangoesuptohimandsaysinhisear,“Don’tsayanythingabouttheelephantbeforeIsellit.ThenIwillgiveyoutwentydollars.”“Allright,”saystheyoungman.Aftertheoldmansellstheelephant,hegivestheyoungmantwentydollarsandsays,“Now,canyoutellmehowyoufoundtheelephant’sbadears?”“Ididn’tfindthebadears,”saystheyoungman.“Thenwhyareyoulookingattheelephantslowly?”askstheoldman.Theyoungmananswers,“BecauseIhaveneverseenanelephantbefore,andIwanttoknowwhatitlookslike.”
()1.______theelephant.
A.TheyoungmansellsB.Theoldmansells
C.ThetwomensellD.Theoldmanbuys
()2.Theyoungmanislookingattheelephantslowly.Hewantstofindout_______.
A.whichfootoftheelephantisbadB.howheavyitis
C.whichearoftheelephantisbadD.whatitlookslike
()3.Theyoungman_______.
A.knowstheelephanthasbadearsB.wantstobuytheelephant
C.looksaftertheelephantD.getssomemoneyfromtheoldman
()4.Theyoungman_______.
A.isnotinterestedinelephants
B.knowswhatanelephantlookslike
C.hasseensomeelephantsbefore
D.hasneverseenanelephantbefore
()5.Hearingwhattheyoungmansaid,theoldmanwillprobably(可能)be______
A.angryB.happyC.dangerousD.hungry