6 Explain the context and the instructions to part B2. Review the words in the box. Then ask students to complete the sentences with the correct words.
7 Ask two volunteers to read out the completed articles.
Extension activity
Ask more able students to find any other rhyming pairs from the words learned in other units. Give them a reward for finding one, two or more. This is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their own.
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Part C
Teaching procedures
1. Ask students to do Part C1 in pairs. Encourage them to use a dictionary if necessary.
2. Review the answer and clarify any areas of uncertainty.
3. Ask students to do Part C2 on their own. Remind them that all the words can be found in the poem ‘My Goldfish’ on page 90. Ask more able students to do the task without referring the poem. Tell less able students to find the words in the poem to complete what Peter says.
4. Read out the first line. Then ask four students to read out one line each.
5. To do part C3, students will have to refer to the poem ‘Cats’ on page 90. Ask more able students to do the task on their own. Less able students may need help. Provide them with the names of places, and perhaps how many times each preposition is used.
6. Ask more able students where cats sleep based on the poem ‘Cats’ on page 90. Tell them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’.
Vocabulary
Objectives
To recognize and identify a range of animal features
To differentiate between features belonging to different animals
To use appropriate nouns and verbs when describing the appearance and characteristics of different types of animals
Teaching procedures
1 Ask students to do Part A on their own so that you can check how many words they know. Then ask students to compare their labels with a partner.
2 Identify the words most students do not know. Talk about the special features of various animals to aid students in guessing the correct meanings. For instance, if you are teaching the word ‘beak’, tell students that birds have beaks, which they use to eat and drink.
3 Explain the instructions of Part B. Tell students that they should read the texts first before trying to select a suitable word. Encourage them to get an understanding of the overall meaning of each text so that their word choices become more natural.
Extension activities
Ask students to write a similar profile about their favourite pet using the texts in Part B as model.
Grammar
Objectives
To use positive and negative imperatives when giving orders and instructions.
To organize and understand how to use imperatives appropriately.
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七年级英语Pets单元教案