Fun with English 7B Unit6 Pets

Ⅰ. Teaching aims and demands of this unit

1.Perception targets:

1. The Ss can use the following words:

pet, ought to, parrot, rabbit, hold, feed, carrot, wide, hunt, hide, trick, build, camp, stick, bite, end, trouble, anywhere, middle, open, drawer, empty, care, ring, doorbell, feather, wing, knock, cage, pull, brush, frighten, once,…

2. The Ss can use the following expressions:

in the sun, all over, teach sb to do sth, make a lot of noise, take care of, knock on/at the door, on top of,be busy at /with/ doing sth, at least once a week, be different from, bark at sb, etc.

It’s adj to do….

Why not …?

My dog is the cleverest animal of all.

I’ll look after him until the end.

2.Ability targets:

1. Introduce names and characteristics of common pets, e.g.,

My cat is very friendly.

2. Recognize and use nouns, verbs and adjectives to talk about specific animal features in term of appearance, characteristics and personality, e.g.,

My dog is the cleverest animal of all. He doesn’t just chase and catch a ball.

3. Recognize and use positive and negative imperatives to give instructions, e.g.,

Walk the dog at 7 a.m. Don’t chase the cat.

4. Recognize how to use appropriate modal verbs to give instructions and to express duty and responsibility, e.g.,

You should play with your pet for some time every day.

5. Recognize positive and negative forms of modal verbs, e.g.,

You must put clean water in the fish tank. You must not touch a fish with your hands.

3.Emotion targets:

1. The Ss can realize that they learn English for their real life, not only for the English class and exams.

2. Give the Ss the feeling that they are the centre in English learning activities so that they will try to be active and creative in class.

3. This unit introduces the students to pets and responsibilities associated with pet ownership.

4. Let the students learn to live concordantly with the animals and care of the animals.

Ⅱ. Learning Strategies:

1. The Ss learn to express the same thing in different ways. The Ss learn to think in English. That is to express their uncertain opinion with imaginations, and express their attitudes with their reasons.

2. The Ss learn to use brain storming in their English study.

Ⅲ. Difficult points:

1. To use so many useful expressions correctly and freely to talk about specific animal features.

2. To use “must, should and ought to” to express duty and responsibility.

Ⅳ. Teaching methods and approaches:

Communicative Language Teaching (CLT), Situational Approach Learner, Centered Approach, Task based Learning (TBL), Aural-oral method, communicative approach, heuristic method of teaching, situational method, reading method, discussion method

Ⅴ. Teaching aids of this unit:

1. Card 2. Tape recorder 3.Multi-media computer

A teaching plan for ‘Integrated skills’

(Unit Six, 7B)

Ⅰ. Teaching targets of this part

1.Perception target:

1.Comprehend and make correct use of the following words and phrases:

fantail goldfish, weigh, kilogram, bottom, pea, owner, speaker, look like, look after, be different from…, look the same,

2.Comprehend and master the modal verbs “must, should and ought to”.

3.Comprehend this part and master the general meaning of it.

2.Ability target:

1.To identify specific characteristics in a description of a goldfish.

2.To listen for detail and extract specific information.

3.To use knowledge presented in written text to infer general meaning and context.

4.To listen for specific information to complete a conversation.

5.To ask and respond to questions about favorite pets.

6.To respond by stating opinions.

7.To ask for explanations of opinions and respond appropriately.

3.Emotion target:

1.Let the students learn to live concordantly with the animals and care of the animals.

2.Develope the spirit of co-operating, form the positive study attitude, stimulate the students’ participation and the consciousness with the independence through realization, experience, practice, anticipation and co-operation.

(3) Train the students’ abroad interest and favorable habits of listening.

Ⅱ. Teaching emphases of this part

1.Comprehend and make correct use of the following words and phrases:

fantail goldfish, weigh, kilogram, bottom, pea, owner, speaker, look like, look after, be different from…, look the same,

2.Comprehend and master the modal verbs “must, should and ought to”.

3.Get the main information of the text and retell the text with their own words after learning this part.

Ⅲ. Teaching difficulties of this part

1. Master the modal verbs correctly.

2. Retell Part A1 with their own words after listening.

3. Describe their own favourite pets in English.

Ⅳ. Teaching methods of this part

Aural-oral method, communicative approach, heuristic method of teaching, situational method, reading method, discussion method

Ⅴ. Teaching aids of this part

1. Card 2. Tape recorder 3.Multi-media computer

Ⅵ. Teaching procedures:

Part A The fantail goldfish

Ⅰ.Say something about people’s favorite pets like cats, dogs and birds.

T: Who can tell us something about your favourite pets?

S1: My favourite pet is …because…

S2: I like … best because …

S3: I am fond of …because…

Ⅱ.Bring a goldfish or a picture of goldfish to class. Ask a few questions to review the body parts of a goldfish --- fin, scales, tail, eyes, mouth, etc.

T: What is it? (Point at the parts of the animals)

S1, S2, S3, S4: It’s …

Ⅲ.Discuss how to look after a goldfish --- clean water, not too much fish food, a fish tank, not in the sun, etc. Try to use ‘should (not)’, ‘ought (not) to’ & ‘must (not)’

Ⅳ.Show a picture of a fantail goldfish to the Ss, ask ‘ what’s the tail like? ’. Then tell the Ss it’s a fantail goldfish.

Learn the new words:

fantail goldfish by using a photo

weigh by using my own weight or the students’ weights

kilogram by using my own weight

bottom by using a picture

Ⅴ.Listen to the recording of Part A1 and judge T / F.

a) Read the sentences in Part A1

b) Listen twice and write T / F.

c) Check the answers one by one.

d) Keys: FFFTTF

Ⅵ.Ask the Ss to write the sentences in Part A2 according to the table.

Ⅶ.Firstly, tell the Ss to read the phone talk in Part A3 and learn the three new words ‘pea, owner, speaker’. And then let the Ss try to fill in the blanks with the words above.

Ⅷ.Listen to the recording of Part A3 twice and complete the talk. Check the answers. At last, let the Ss perform the talk in pairs.

Keys: fantail goldfish, tank, vegetables, peas, fins, quiet

Notes:

1.listen to a talk give a talk a talk on / about …

2.look like…

3.Fantail goldfish are easy to look after.

The relationship between “look after” and “Fantail goldfish” is a transitive verb and its object in logically.

4.make sure the water is not too hot or too cold.

5.at the bottom of …

6.learn about … learn more about …

7.be different from…

look a little different

8.must be

9.weigh v. weight n. weighty adj.

How much does it weigh?

She weighs 48 kilograms.

Part B Speak up: talking about pets

Teaching procedures:

Ⅰ.Listen to the recording and read after it.

Ⅱ.Two Ss in a pair and role-play the conversation.

Ask some pairs to make their own conservations using Daniel and Amy’s conversation as a model.

Ⅲ.Explain:

1.look the same & look the same

2.---Why…? ---Because…

3.Why not…?

Ⅳ.Ask the Ss to discuss their favorite pets in groups of 6~8 and make their own new dialogue using the dialogue in Part B as a model.

Ask One to play as a journalist and the others to play as interviewees)

Walk around the classroom while the students are discussing offer the help when they need help.

Provide the Ss some useful expressions

Ⅴ.Ask some groups to perform their conversations in front of the class.

Make some commentaries about the Students’ performances

Homework:

1. Write an article of your favorite pet, send it to The Young Pet Owners Club.

2. Design a questionnaire table about people’s pets.

3. Preview Pronunciation & Main Task.

Reflection after class: