Pets

1.tell students eddie also has a pet—hobo.listen to their conversation and answer the following question：is hobo a good pet? 2.play the tape for students to find the answer. 3.play the tape again and 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.)4.play the tape for students to listen and repeat. step v  homework

教學反思

江蘇省淮北中學英語學科教案初一年級教案活頁紙           審核人：初一英語組全體老師 

總課題

7b unit6 pets

總課時

10

第2課時

課題

reading1

課型

new

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 pointsto learn about rhyme schemes, stress and intonation of poetry

teaching methodtask-based approach，scene pedagogy and teaching with humor

teaching procedures

the second preparing lessonsstep i   leading-in1.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  presentation1.     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 picture 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 andto 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   endmy 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