牛津上海版 (五四制)七年级上册（新版）Unit 2 Our animal friends第1课时教学设计
展开Module 1 Relationships
Unit 2 Our animal friends
Period One
教学目标
- Knowledge objectives：
a) To learn some new words and expressions in the text.
b) To learn how to use the simple past tense to talk about past actions.
c) To learn how to use the simple present tense to express preferences.
- Ability objectives：
a) To practice listening skills through different activities.
b) To practice speaking by replying and asking questions..
- Emotion objectives:
a) To get the idea that we can’t live only for ourselves and we should protect all the lives around us.
b) To encourage students to think actively through different activities.
教学重点和难点
(1) Key points
a). Try to learn the new words in the text.
b). To learn to express preferences..
(2) Difficult points:
a). To act out the dialogue creatively.
教学方法：
Task-based learning
教学材料
1、The multi-media system.
2、Handout for the students.
教学过程
Stages | Teacher’s activities | Students’ activities | Purposes | Time allocation |
Pre-task preparation
| 1. Look, think and say (1) Show some pictures of different animals to students and ask them what animals they are. (2) Ask students if they know some other animals and what kind of animals they like best.
| Look at the pictures of different animals and tell what they are.
Name some other animals and tell what kind of animals they like best. | To let students get interested in today’s topic.
| About 2-3 min
About 2-3 min |
While-task procedure
| 1.Look and learn (1). Show some pictures to students and ask them if they some animals are in danger. Then ask them what we need to help these animals and tell them the answer: SPCA (explain the meaning of each letter to the students) S— Society P— Prevention C— Cruelty A— Animals the Society for the Prevention of Cruelty to Animals Ask students to reading the new words after the recording for several times.
(2).Show another picture of a person to students and tell them the person works for the SPCA. an SPCA officer (Ask students to pay attention to the use of “an” here.)
(3) Show some pictures to students and ask them to read the following new words after the recording. puppy, lovely, thirsty Show the students all the pictures. 2. Read and act (1). Ask students to listen to the recording of the first part of the dialogue and read it sentence by sentence. Then ask students to answer the following questions according to the first part of the dialogue: a. Where are Mr Hu and his students? b. Who is the man on the left? c. What is the SPCA? Show the students the answers. (2). Ask students to listen to the recording of the second part of the dialogue and read it sentence by sentence. Then ask students to answer the following questions according to the second part of the dialogue: a. Where did the officer find the mother dog and her puppies? b. How were they then? c. What did the officer do then?
(3). Ask students to listen to the recording of the third part of the dialogue and read it sentence by sentence. Then ask students to answer the following questions according to the second part of the dialogue: a. Can people take animals home as pets from the SPCA? b. Which puppy does Jill prefer? c. Which puppy does Peter prefer? d. Which puppy does Joe prefer?
3. Act it out Divide the students into groups of 4 or 5. Then ask them to act out the dialogue creatively.
|
Look at the pictures on the screen and read the words after the recording.
Look at the picture on the screen and read the words after the recording.
Look at the pictures on the screen and read the words after the recording.
Look at the pictures and say out the phrases.
Read the first part of the dialogue after the recording sentence by sentence and answer the questions according to this part.
Look and read the sentences together.
Read the second part of the dialogue after the recording sentence by sentence and answer the questions according to this part.
Read the third part of the dialogue after the recording sentence by sentence and answer the questions according to this part.
Act out the dialogue in groups of 4 or 5 creatively.
| To teach students the new words in the text and the use of them.
To develop the students’ ability of speaking.
To encourage the students to use the language freely and bravely. | About 10 min
About 15 min
About 5 min
|
Post-task activities
| 1.Play the record of page 2. Ask the students to have a group work: Act out the text.
| Read the text again and do the group work. | To develop the students’ ability of speaking.
| About 5 min
|
Assignment | 1. Recite new words. 2. Recite the dialogue on Student’s book 7A, page 10. 3. Do the exercise on Workbook 7A, page 9.
| |||
课堂练习：
I. Choose the best answer..
( ) 1. If you need a ruler, I’ll give you _____.
A. some B. one C. another D. the one
( ) 2. — Whose cat is this? Is this yours?
— Is it a white _____?
A. cat’s B. one C. ones D. this
( ) 3. — Can I get you a drink?
— That’s very nice of you. But I’ve already got _____.
A. It B. one C. that D. this
( ) 4. Do you like to keep this dog _____ your pet?
A. like B. for C. of D. as
( ) 5. Susan got _____ ‘A’ in her English test.
A. a B. an C. the D. this
( ) 6. I saw a boy _____ this cat in the street and he didn’t want to take it home.
A. get B. give C. let D. leave
II. Fill in the blanks with proper forms of the given words.
1. That young man is an __________ (office) working for the SPCA.
2. She has joined a film __________ (social). She always goes to see films with those members.
3. __________ (prevent) is more important than cure （治疗）.
4. His name has became a sign of __________ (cruel).
5. I was so __________ (thirst) that I drand up three bottles of water at a time.
6. Mum bought me a __________ (love) present. It’s a CJ7 e-dog.
后记: 在学习完词汇后再汇总读一读。在每个回答问题后显示答案，让学生再读一边。最后的环节换成groupwork，让学生分角色来扮演文中的角色。
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