七年級英語Pets教案2

1. rearrange the words to make sentences to give instructions.
2. practice translating about giving instructions. step 4. homework.
完成課課練相應(yīng)練習
完成自主學習相應(yīng)部分 period 7 integrated skills
teaching aims:
•to identify specific characteristic in a description of a goldfish.
• to listen for detail and extract specific information.
• to use knowledge presented in written text to infer general meaning and context. teaching procedures. step 1. leading in
1) ask them how well they know about goldfish.
2) introduce them a new kind of fish: fantail goldfish.
3) ask some questions about fantail goldfish: what is it like? how to look after it? step 2 presentation
1) the young pet owner club tells peter the right way to look after a fantail goldfish. sentences begins with “it’s a good idea to…”and “it’s important to”. please help peter to make notes with “you should” and “you must”.
2) other sentences begins with “it’s not a good idea to…” and “it’s very important not to …”. help peter make notes with “you shouldn’t” and “you mustn’t ” .
3) conclude that: “it’s important to…”and “you must ” emphasize the importance. step 3 listening
1) listen to the tape and fish a1 and a3 on p102 and p123.
2) after finishing a3, let students read the dialogue and answer some questions about fantail goldfish. step 4. presentation
1) underline some useful phrases in the text and explain the usage of these phrases.
2) do more exercises. step 5. speak up
1)books closed! listen to the tape. answer the following questions:
  what are they talking about?
  what does amy like and why?
2)listen to the tape and follow it. then books open. read the conversation again.
3)students practise the conversation in pairs. then ask them to make new dialogue to talk about pets. step 6. homework.
自我鞏固grammar 部分
背誦本課b2部分內(nèi)容 period 8 pronunciation
teaching aims:
•to ask and respond to questions about favorite pets.
•to responsible by stating opinions.
•to ask for explanations of opinions and respond appropriately.
•to introduce the idea of sentence stress.
•to identify and recognize typical stress patterns in sentences. teaching procedures: step 1:leading and presentation
1. listen to the tape of part a. read after the tape. let students thinks about what words are stressed in sentences.
2. sum up: we often stress important words, e.g., nouns, main verbs, adjectives and adverbs. we do not usually stress less important words, e.g., articles, prepositions, pronouns and conjunctions. step 2. practice