江蘇省沭陽縣銀河學校七年級英語下冊《Unit 6 Pets intergrated skills》教案 牛津版

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1、江蘇省沭陽縣銀河學校七年級英語下冊《Unit 6 Pets intergrated skills》教案 牛津版 年級學科 Grade Eight English 課題 Intergrated skills 備課人 教 學 目 標 1.To identify specific characteristics in a description of goldfish . 2.To listen for detail and extract specific information . 3.To use knowledge presented in written te

2、xt to infer general meaning and context . 4.To listen for specific information to complete a conversation . 重難點 To listen for detail and extract specific information 課時 One 時間 Difficulties shocking 1.in the sun在陽光下。 與 sun結合的詞組常見的還有： from sun to sun 從日出到日落 see the sun 活著 rise with

3、 sun 早起 take the sun曬太陽 2.weigh 動詞，意為“重……”，“稱得的重量”。它的同音詞是 way。 The girl weighs 35 kilograms. 那個女孩重35千克。 3.What about…?=How about…?用于征詢意見或詢問消息時的常用語，表示“……怎么樣？”后接名詞或動名詞。 The girls are going to climb the hill. What/How about the boys? What/How about watching TV? Step I Presentati

4、on 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 . 2.Discuss the following questions with students Can you put a goldfish in

5、the sun? Is a goldfish heavy? Does a goldfish weigh several kilograms? Is the body of a goldfish like a banana or an egg? Does it need clean water? Can you take it out of the water? Does it need special fish food? Is it very difficult to look after a goldfish? Is a goldfish very expensive?

6、Step II Task 1.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 u

7、pon their own knowledge. Ask students to write their guesses in pencil before listening. 2.Play the recording and ask students to confirm or change their initial responses. Check answers with the whole class. 3.Ask more able students to correct the false sentences. Step III Task 1.Ask students

8、to read the leaflet in part A2 about how to look after a fantail fish. Students check the meanings of the statements. 2.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 102 fo

9、r help in choosing the correct modal verb for each sentence. 3.Ask six students to read out one sentence each .Have another six students write the answers on the board. Step IV Task 1.Ask students to read the phone conversation in part A3 between Amy and Peter. Tell students to use their own kn

10、owledge 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. 2.play the recording again so that students can check their initial choice of words . While listening ,they can confirm or change their

11、 initial responses. 3.?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. Step V Exercises Ⅰ.根據中文或首字母提示寫出單詞。 1.He _________(重)

12、70 kilograms. 2.The fantail fish is d___________ from others. 3.I like the cats, because they’re f____________. 4.What did you do at the Young Pet___________(主人)Club . 5.What’s your ___________(最喜歡的). Ⅱ.用所給動詞的適當形式填空。 ⒈You should _________(put) it there. ⒉The cats are easy _________(look) afte

13、r. ⒊We don’t know how_________(take) care of them. ⒋Why not __________(like) the dogs? ⒌Lily, ___________(not take) it out of the water. Does it need clean water?Can you take it out of the water? Does it need special fish food? 板書設計 教學反思