江苏省沭阳县银河学校七年级英语下册《Unit 6 Pets Main task》教案 牛津版.doc

江苏省沭阳县银河学校七年级英语下册《Unit 6 Pets Main task》教案 牛津版
年级学科
Grade Eight
English
课题

备课人

教
学
目
标
1.To present factual information and opinions in writing
2.To describe characteristics and personalities of pets
3.To describe pets' lifestyles, including feeding habits, homes, likes and dislikes
重难点
To generate personal ideas, plan and organize text to express one's own
opinions
课时
One
时间

Difficulties shocking
1、belong to“属于”。动词词组，无进行时态。He belongs to this school.
The bike belongs to my mother.2、if引起条件状语从句通常用一般现在时，而主句用一般将来时。这种时态的呼应应特别注意。If it is fine tomorrow, I will go to the park.注意：if引起的条件状语从句用一般现在时，主句如果是祈使句或主句中含有情态动词，则主句不必用将来时，仍用祈使句或情态动词。If you are late for class, you should say to the teacher.Don’t go out if your mother isn’t at home.
Step I Presentation
1.Tell students
We will write an article about your favourite pet．Here is a sample article
from Amy．Please read it and try to find what she wrote about her pet.
2.Ask students to read Amy's presentation about Poppy in Part B. Read through Amy's presentation together with the students and explain more difficult words or phrases. Ask individual students to read different parts of the presentation. Praise them for good pronunciation, fluency and expression.
3.Let students talk about this passage: What does it talk about?
3) why likes?
Step II Task
1.Ask students to choose their favourite pet but to keep it secret. If students do not have pets of their own, ask them to write about pet they know a bit about or a pet they would like to have.
2.Ask students to use the questions in Part A to help them plan their presentations. However, they should expanc the information to include any extra information they may find interesting and useful. Help students generate as many ideas as possible.
3.Ask students to use as many adjectives as possible to describe their pet's personality. Suggest that they refer back to the poems for ideas.
4.Tell students to select sentences which they like and might want to use in their own writing. Suggest that they underline them.
5.Then ask students to prepare information about the appearance of their pet. Tell them to write simple but complete sentences to describe details as well as general looks.
Step III Writing
1.Finally, ask students to start writing. Ask them to sort their ideas for the
introduction, main body and conclusion as detailed in Part C. Encourage students to think carefully about how to organize their information, ideas and opinions.
2.Encourage students to look at pictures of their pets to help them make the writing experience more concrete. Pictures also help students focus on descriptive details. However, if students want to ask their classmates to guess the name of their favourite pet, they must not show the pictures to their classmates.
3.Emphasize the need to draft, re-draft and edit their work to make it really interesting. Do not accept a first draft as a final piece of writing. Make suggestions as students go through the different stages to help clarify how the process of writing works.
4.As you go around the class, suggest ways to generate more ideas, select better information, and develop more appropriate vocabulary and structures. Encourage students to make good use of the 'Useful expressions' to help them write their sentences.
Step IV Exercises

Main task
1) what’s it? name, age
2) _____fur, _____paws, _____tail, ____eyes, weigh about ____
she is ____and ____
eat/drink:

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教学反思