‘Bring me…’ and ‘should’ are used to express instruction and duty. Ask students to look at the comic strip. 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.)
Welcome to the unit
Objectives
To introduce students to the world of pets
To identify names of animals and typical features
To understand differences in animal features
Teaching procedures
1. Encourage stronger classes to do the task in Part A without further pre-teaching of keywords. For weaker classes, you may need to review the names of the animals and check whether they know how to pronounce them. Then ask students to de the task as set out.
2. Divide the class into pairs. Ask students to compare their answers and discuss any disagreements.
3. For stronger classes, do Part B as a quiz. Students close their books. You read the sentences a-f and students have to guess the answer. The student who answers first gets a point. Weaker classes follow the instructions as set out. You could do a quiz later on for revision.
4. Ask students to prepare a sentence about their favorite pet. Tell them to pretend that they have a pet if they do not own one.
5. Do some exercises.
（详见课件）
Reading
Objectives
To learn about rhyme schemes, stress and intonation of poetry
To learn new vocabulary to talk about pets
To read about animal behaviour
www.yf1234.com Background information
This section introduces students to poetry. The three short poems are different not only in the choice of pets, but also in the way they focus on different aspects of animals. The style of each poem is different. ‘My Dog’ focuses on behaviour adjectives. ‘My Goldfish’ expresses the poet’s feelings about the goldfish’s lifestyle. ‘Cats’ describes the different places where cats sleep.
Part A
Teaching procedures
1. Ask students to study the poems and pictures on page 90. 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.
2. For weaker classes, read ‘My Dog’ one like at a time and have students repeat after you. For stronger classes, choose five students to read two lines each.
3. 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’).
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七年级英语Pets单元教案