7B Unit 6 Pets reading 课件
牛津英语 7B Unit6 Reading 1课件p
didn’t want to let it _g_et_ _a_w__a_y_, so she jumped down the hole too. Alice _f_e_ll_ for a long time and __h_it__ the ground. She found herselfa_l_o_n_e in a hall. The doors around were all _lo_c_k_e_d_. The key on the table didn’t _f_it_ any of the _d_o_o_r_s. Then she f_o_u_n_d_ a small door and _p_u_tthe key _in_t_o_ it.
1.It was a cloudy day.
F
2.Alice was playing with a rabbit.
F
3.The rabbit asked Alice the time.
F
4.The rabbit jumped down the hole first. T
5.It took Alice a long time to hit the ground. T
herself alone in a long low _h_a_l_l . She saw a k__ey_ on a table and used it to open a door.
Story relay
Work in groups. Try to retell the story with your own words. Each student may say one sentence at a time.
Discussion
初中英语：Unit 6 Pets课件
How to express your opinion in detail?
opinion + reason + supporting details Example:
I think it’s a good idea to do sports after school, because doing sports can help us feel relaxed. After one day’s hard work, we’ll feel tired. So doing some sports just like playing basketball with our friends will be good for us.
*Get the key words and fill in the blank with them
Task 3. Having a group match (“good” vs “not good”)
your reasons
your reasons
good
keep pet dogs
not good
A√.争锋相对 B. 头对头 C. 面对面
2.What’s the genre(体裁) of this article?
A√. argumentation(议论文)
B. exposition(说明文) C. narration(记叙文)
Task 1: Asking and answering Task 2. Exercise
Module 3 Animals (Topic 2)
Unit 6 Pets
Reading (Period 1)
7B Unit 6 pets英文教案(10课时)
7B Unit 6 pets英文教案（10课时）7B Unit 6 pets?0璇炬椂锛?Language functions and focus 飦?Introduce names and characteristics of common pets, e.g., My cat is very friendly.飦?Recognize and use nouns, verbs and adjectives to talk about specific animal features in terms of appearance, characteristics and personality, e.g., My dog is the cleverest animal of all. He doesn鈥檛just chase and catch a ball. 飦?Recognize and use positive and negative imperatives to give instructions, e.g., Walk the dog at 7 a.m. Don鈥檛chase the cat. 飦?Recognize how to use appropriate modal verbs to give instructions and to express duty and responsibilities, e.g., You should play with your pet for some time every day. 飦?Recognize positive and negative forms of model verbs, e.g. You must put clean water in the fish tank. You must not touch a fish with your hands.Language skills Listening 飦?Identify specific characteristics in a description of a goldfish 飦?Listen for detail to extract specific information 飦?Use knowledge presented in written text to infer general meaning and context 飦?Complete a conversation using information from a talk Speaking 飦?Ask and respond to questions about favourite pets 飦?Ask for explanations of opinions and respond appropriately 飦?Stress keywords in sentences 飦?Identify typical stress patterns in sentences 飦?Tell others about a favourite pet Reading 飦?Become familiar with rhyming words 飦?Learn intonation and rhyme scheme of poems 飦?Identify specific meaning by scanning the text Writing 飦?Present factual information and opinions in writing 飦?Describe characteristics and personalities of pets飦?Describe pets鈥?lifestyle, including feeding habits, homes, and likes and dislikes 飦?Generate personal ideas, plan and organize text to communicate your own opinionsWarm-up activity Before this lesson, ask students to bring in pictures, leaflets, or any other realia related to pets. They can get materials from pet shops, the internet and magazines. It is always a good idea to bring in materials yourself to make sure that your lesson gets off to a good start. Pass the materials around the class at the beginning of the lesson and then put them up on display. Ask students to make comments. Review the names of different animals. Encourage them to select suitable adjectives describe the books, behaviour, homes or anything else they associate with the pets. Do a quick class survey about how many students have pets and what kind of pets they have. Use this situation to introduce the function of giving instructions to prepare for the conversation presented in the comic strip. 鈥楤ring me鈥︹€?and 鈥榮hould鈥?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 飦?To introduce students to the world of pets飦?To identify names of animals and typical features 飦?To understand differences in animal featuresTeaching 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.Reading Objectives 飦?To learn about rhyme schemes, stress and intonation of poetry 飦?To learn new vocabulary to talk about pets 飦?To read about animal behaviourBackground 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. 鈥楳y Dog鈥?focuses on behaviour adjectives. 鈥楳y Goldfish鈥?expresses the poet鈥檚feelings about the goldfish鈥檚lifestyle. 鈥楥ats鈥?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 鈥楳y Dog鈥?on the board and also the verb that are used in the poem: 鈥榗hase鈥? 鈥檆atch鈥? 鈥檋unts鈥? 鈥檋ide鈥? 鈥檅uilds鈥? 鈥榖ark鈥? 鈥榖ite鈥? 鈥榝ight鈥?and 鈥榣ook after鈥? Talk about their meanings. 2. For weaker classes, read 鈥楳y Dog鈥?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., 鈥榗leverest鈥? Work through the meaning of 鈥榳onderful tricks鈥? Then ask them to identify the verbs which describe the dog鈥檚actions (鈥榗hase鈥? 鈥榗atch鈥? 鈥榟unts鈥? 鈥榖uilds鈥? 鈥榖ark鈥? 鈥榖ite 鈥?and 鈥榝ight鈥?. Ask students some general questions to elicit details about the dog鈥檚actions to generate some of the key verbs, e.g., what does the dog do? 4. For weaker classes, read the poem 鈥楳y Goldfish鈥?and ask students to follow in their books. Explain the meaning of 鈥榤iaow鈥?and 鈥榖ubbles鈥? For stronger classes, ask two students to each read a stanza. 5. Read the poem 鈥楥ats鈥? As you read the poem, try to use gestures and mines to illustrate the different impressions presented in the poem. Learn about the words 鈥榳indow-ledge鈥? 鈥榚dge鈥? 鈥榙rawer鈥? 鈥榣ap鈥? 鈥榗ardboard box鈥?and 鈥榝rocks鈥? 6. Ask more able students to read the 鈥楥ats鈥?poem, first on their own and then with a partner. S1 reads lines 26-35 and S2 reads lines 36-46. Ask if any students have cats that like to sleep in unusual places. 7. Have the class prepare this poem for choral reciting. Allocate different lines to individual students or pairs to create a dramatic impression. Ask one or two students to read one line only, e.g., S1: Cats All: Cats sleep anywhere, S2: Any table, S3: Any chair, S4: Top of piano, This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively. 8. Ask students which poem they like best. Encourage more able students to say why they like it, e.g., I like the poem about cats because they are my favourite animals.Extension activity For stronger classes, ask students to copy the poem 鈥楥ats鈥?into their books, leaving enough space to draw the different objects to illustrate where cats live and sleep. Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem.Part B Teaching procedures 1 Read the words listed in the box in part B1 to the class. Ask students to repeat each one and to pay particular attention to the sounds of the final syllables. 2 Ask students to complete the sentences with the correct words. Encourage them to read the sentences out loud so that they can hear the sounds of the words. For weaker classes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start completing the sentences. 3 Ask less able students to work with a partner and take turns saying the rhyming pairs aloud. 4 Ask less able students to do the extra questions on page 91. For more able students, do not provide them with the extra gapped sentences and words. Ask them to look for other rhyming pairs in the poems themselves. 5 Ask students whether they think the rhyming words make the poems more pleasant to listen to. Accept all opinions. Then ask individual students what are the other roles of the rhyme in poetry. Elicit as many opinions as possible, e.g., makes poetry easier toremember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, etc. 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.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 鈥楳y Goldfish鈥?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 鈥楥ats鈥?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. Ask more able students where cats sleep based on the poem 鈥楥ats鈥?on page 90. Tell them that they can use any other words apart from 鈥榠n鈥? 鈥檕n鈥?and 鈥榦n top of鈥? Vocabulary Objectives 飦?To recognize and identify a range of animal features飦?To differentiate between features belonging to different animals 飦?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 鈥榖eak鈥? 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 飦?To use positive and negative imperatives when giving orders and instructions. 飦?To organize and understand how to use imperatives appropriately. 飦?To use the modals 鈥榤ust鈥? 鈥榦ught to鈥?and 鈥榮hould 鈥?to talk about duties and responsibilities.Part A Teaching procedures 1.Talk to students about the purpose of instructions. Give them a few examples using classroom situations. Write some instructions on the board. Then ask them about the situations when we use them. Ask stronger classes to create a list of different instructions and then write the different situations as titles above it, e.g., Classroom Sit down. Open the door. Be quiet. Stop talking. Work with a partner. Please close the window. Fire drill Walk quietly. Don鈥檛run. Don鈥檛take the lift. Take the stairs. Line up. Go to the playground. Leave your bags. On the bus Don鈥檛push. Stand clear of the door.For weaker classes, jumble the sentences up and ask students to group them under the correct situations. 2 Imperative sentences do not normally include a subject, because the subject 鈥榶ou鈥?is implied. However, a noun or pronoun can sometimes be used to identify the person receiving an order or instruction, e.g., the speaker wants to attract Mary鈥檚attention and so he/she says, 鈥楳ary, don鈥檛push.鈥?/ 鈥楧on鈥檛push, Mary.鈥? Make sure students understand the imperative form and avoid the common mistake of placing a pronoun in front of theimperative. 3 Go through the explanations and grammar table on page 94 to clarify the rules for using imperatives when giving positive and negative instructions. 4 Ask students to study the pictures in Part A1. Check their understanding of the situations presented in the pictures. For weaker classes, review the verbs in the box before students start working on matching the sentences. 5 Ask less able students to workin pairs to select the correct word to fill in each gap, then match the pictures with the instructions. When they have finished, ask them to read each instruction to their partner. 6 Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make positive and negative instructions. 7 Ask students to read out the instructions they formed.Extension activity Ask students to present the instructions in Part A2 in the form of a poster, with pictures. Encourage them to think of more instructions for the care and feeding of a cat or a pet of their choice.Part B Teaching procedures 1 Talk about situations involving duty and obligation. Try to link them to the context of the Beijing Sunshine Secondary School students who are talking about looking after pets. It is useful to point out to students that we can use these modals to give instructions. 2 Go through the examples on page 95& 96, referring to the degrees of necessity. Explain the use of 鈥榦ught to鈥?and 鈥榮hould鈥? which have more or less the same meaning. 鈥極ught to鈥?is a bit stronger and tends to be used more widely when talking about laws or regulations imported from the outside, while 鈥榮hould鈥?implies personal opinions and, therefore, is less strong. Ask students for sample sentences and write them on the board. 3 Ask through the examples of negative sentences. Write some sample sentences on the board. 4. Explain to students that 鈥榤ust鈥?is the strongest word , expressing the sense that something is a absolutely necessary . 5. In partB1,the Beijing Sunshine Secondary School students give instructions about looking after pets. Each point of the notes on the left describes the degree of necessity forthe instruction next to it on the right. Read the notes to the class . Then divide the class into pairs and ask students to complete the instruction on the right. Encourage students to check the example sentence on pages 95 and 96 to identify the correct modal word to fit each instruction . 6. Use class feedback to identify any misunderstanding ,as they involve the use of negative forms. Extension activity Depending on the general ability of your class, this could be done at the end of this section to consolidate students鈥?understanding .Elicit statements from students using different modals to talk about a situation ,e.g., A new student is joining the class .Ask what instructions can you give the new student? e.g., You must arrive at school at 8.10 in the morning. You ought to walk slowly on the stairs . You should hand in your homework to the monitor. The class has to choose a class monitor .Ask What are his/her duties?e.g., He /she must collect the exercise books . He/she should make sure that students follow the school rules. 7. Ask students to read the four letters in part B2 carefully. Make sure that they understand the messages well. Ask them remember and to check the words in their dictionaries. 8. In Part B3, students can read some of the answers which give advice to the writer of each letter. students check answer s with a partner. 9. Divide the class into groups of four .one group comes to the front of the class and each member reads one letter at a time . A representative from another group responds by reading his/her advice. You could turn this into a competition. If the sentence is correct ,the group wins a point .Ifnot ,the chance goes to the next group. Students correct their own sentence. Extension activity Ask more able students to come up with their own advice to the pet owners .Tell them to choose two things you should (not)ought (not) to do when you own a pet. They then write sentences giving instructions. Ask students to read out their advice to the class.Integrated skills objectives To identify specific characteristics in a description of goldfish . To listen for detail and extract specific information . To use knowledgepresented in written text to infer general meaning and context . To listen for specific information to complete a conversation . Part A teaching procedures 1. create an interest in the situation .Bring a picture of a goldfish to class and ask students to make comments about it. Why do people like fish as a pet? Elicit information from students about the fantail goldfish . You might like to ask students to review the words learned in the vocabulary section. 2. Tell students that they will listen to a talk giving information about fantail goldfish in partA1.Before playing the recording ,ask students to read the list of notes that that Peter is making while he islistening .Encourage students to guess the veracity of the statements ,based upon their own knowledge. Ask students to write their guesses in pencil before listening. 3. play the recording and ask students to confirm or change their initial responses. Check answers with the whole class. 4. Ask more able students to do the extra exercise .You can also ask them to correct the false sentences. 5. Ask students to read the leaflet in part A2 about how to look after a fantail fish. Students check the meanings of the statements. 6. Ask students to make three positive instructions and three negative instructions using the information in the leaflet. Tell them that they should refer to the table on page 95 for help in choosing the correct modal verb for each sentence. 7. Ask six students to read out one sentence each .Have another six students write the answers on the board. 8. Ask students to read the phone conversation in part A3 between Amy and Peter. Tell students to use their own knowledge gathered so far to guess which words best fit the gaps before playing the recording .Tell them to write their guesses on a piece of paper or in the margin. 9. play the recording again so that students can check their initial choice of words . While listening ,they can confirm or change their initial responses. 10. Ask students to form pairs and read the conversation to another pair .Each pair checks the correct choice of words . If there are disagreements ,students should make notes and discuss after the conversation is completed. 11. Ask a more able pair to present theconversation to the class .Check correct use of words and clarify any disagreements. Part B Objectives To ask and respond to questions about favourite pets . To respond by stating opinions . To ask for explanations of opinions and respond appropriately . teaching procedures 1. Ask students to work in pairs to read Daniel and Amy鈥檚conversation .Then ask them to change roles and read the conversation .Then ask them to change roles and read the conversation again. 2. Ask students which animals they like any why .Encourage them to make notes. 3. Ask students to prepare their own conversations using Daniel and Amy鈥檚conversation as a model .Encourage them to modify and adapt using the phrases 鈥?I鈥檓fond of 鈥︹€?鈥業hate 鈥?鈥?鈥業dislike 鈥?鈥?and 鈥業鈥檓crazy about鈥?鈥? If necessary ,provide them with the useful expressions in the column on the right .For less ablestudents ,review the meanings of the phrases. Allow them to simply replace the underlined words in the model conversation with their own ideas. 4. Give students a few minutes to practice then ask some pairs to present their conversations to the class. Remember that students should be able to produce their conversations with fluency ,eye contact and linking words .Remind them to keep sentence stress in mind when thy are speaking. Useful expressions I don鈥檛like animals. My sister has a鈥?I play with my dog in the park. My cat likes eating鈥? Cats are very clean .You don鈥檛have to bathe them. They should teach their dog not to鈥? You must find someone to look after鈥?While you are on holiday . Pronunciation Objectives To introduce the idea of sentence stress . To identify and recognize typical stress . teaching procedures 1. play the recording. Ask students to read the sentences in part A as they are listening .confirm that the important words that convey key meaning are in bold and are stressed .Ask students to repeat the sentence in chorus. 2. Divide the class into pairs .Ask students to choose some sentences from the list and practice presenting them ,paying attention to stressing the words in bold. 3. Ask students to read the sentences in part B and circle the words which they think they should be精品教案设计资料stressed. Students listen to the recording and check the words which they Homework Read the sounds after the tape again and again.。
新牛津英语7B Unit6 Reading
Could Alice go through the door at last? If Alice went through the door at last, how did she do that? who might help her?
Distant dreams are not real, but our hearts are true. If we really want, nothing will stop us.
saw the rabbit. a big hole. 5 c.Alice jumped down the hole, too. . 4 d.Alice didn’t want to let the rabbit get away 2 e.Alice ran across the field after the rabbit.
Because she didn’t want to let the rabbit
get away.
Put the actions into the right order.
the order of time
1 a.Alice stood up when she 3 b.The rabbit jumped down
牛津英语7B Unit 6 reading课件课件
5. And I’ll look after him
E. He is friendly.
until the end.
My dog
My dog is the cleverest animal of all. He doesn’t just chase and catch a ball.
With eyes open wide, He hunts when I hide. He does wonderful tricks, Builds me camps out of sticks. He’d never bark or bite, And he doesn’t like to fight. My dog is my very best friend, And I’ll look after him until the end.
B. He can run after a
things.
and do other
3. He does wonderful tricks. C. He looks around
for me.
4. He’d never bark or bite. D. And I always take
care of him
A report
The dog is lovely, the goldfish is … He / She can … He likes to / doesn’t like to … She doesn’t need …
…
Ｈomework ;
词语翻译
１．最聪名的动物 ３．喜欢打架 ５．照顾他 ７．在边缘 ９．硬纸箱
My goldfish is a wonderful
牛津译林版英语7B+Unit6Reading
2. She saw a white rabbit in a coat passing by.
by adv. “经过”
她刚走过。 She walked by just now. 格林先生没和我说话就匆忙过去了。 Mr. Green hurried by without speaking to me.
try to go through the door
Words and expressions
rabbit hole by pass n. n. prep. v. n.
dear
watch stand up get away fall hit herself v. v. pron.
兔子 洞 在„„旁边；经过 经过，通过 天哪 手表 起立 逃脱，离开 落下，倒 击ump find oneself alone go
down a hole out of its pocket through a door across a field
in a long, low hall
Put the sentences in the correct order
Words and expressions
alone low locked notice adj. adj. adj. v. 独自，单独 低的，矮的 锁上的 注意，察觉 到„„里面
into
side through go through surprise put up wood
prep.
n. prep. v. n.
.
6. Alice tried to go through the door.
go through … “穿过……”
4. How amazing!
牛津译林版7B Unit6 Reading 2课件(共15张PPT)
.
6. She found herself alone in a long, low hall.
find oneself … “发觉自己”
他醒来发现自己在医院里。
He woke up and found himself in the hospital .
alone “独自的”， 相当于“by oneself, on one’s
4. How amazing!
感叹句：How + adj / adv +主语+谓语！
What +adj+n. +主语+谓语！
这只小白鼠多么可爱啊！ How lovely the white rabbit is! What a lovely white rabbit it is!
1. 这个花园多么美丽啊！
own ” 他自己完成了这项工作。 He finished the work alone.
7. Alichrough … “穿过……”
阳光从窗户射进来。 The sun shines through the window . 他一个人穿过了森林。 He went through the forest by himself.
Unit 6 Outdoor fun
Reading Ⅱ
Studying aims
1.To grasp the important words and phrases.
2.To understand the important Language points. 3.To try to recite the text.
by me
.
在河边有一所房子。
There is a house by the river.
牛津英语7B Unit6 Reading(2) PPT
Sandy: The rabbit ran across a _f_i_el_d_. Alice ran after it. Then the rabbit and Alice both jumped into a _h_o_le_.
Simon: What happened after that? Sandy: Alice hit the _g_ro_u__n_d. Then she found
Checking
1. take a watch _b_ a down a hole
2. run
_d_ b out of its pocket
3. jump
_a_ c through a door
4. find oneself alone _e_ d across a field
5. go
_c_ e in a long, low hall
e. _s_a_t _ by a river with her sister.
What did Alice do outside the hole?
Put them into right order.
a. Alice saw a white rabbit passing by. b. Alice jumped down the hole. c. Alice heard a strange sound. d. Alice ran across the field after the rabbit. e. Alice sat by a river with her sister.
e
c
ቤተ መጻሕፍቲ ባይዱ
a
d
b
What did the rabbit do outside the hole?
牛津英语7B Unit6 Pets教学课件ppt
Which is your favourite pet ? Can you tell me why ? I like my________ because ___________.
dog
fantail goldfish
Listen to the tape
Finish the exercises
make much noise 4.Don’t let the dog ______________. taking the goldfish 5.Look! Daniel is _______ out of the fish tank. ________ make sure the fire is out. 6.You must ___________ 7.Dogs are easy _______________. to look after
改错
1.You shouldn’t read under the sun. You shouldn’t read in the sun. 2. You don’t ought to change the water every day. You ought not to change the water every day.
1.in the sun 在阳光下 2.look like 看起来像 3.change the water 换水 4.make sure 确保 5.at the bottom of …在……的底部 6. take…out of … 把……拿出来 7.learn about 学到 8.be different from 与……不同
Speak up
• Listen to the tape.Then practise the conversation. • Make a new e Daniel and Amy’s conversation as a model. • Act out.
7B Unit6 Reading 1 课件(共22张PPT)
1 a. Alice stood up when she saw the rabbit.
3 b. The rabbit jumped down a big hole.
.
5 c. So Alice jumped down the hole, too.
4 d. Alice didn’t want to let the rabbit get away.
where
when
who
what
why
how
when who where
One sunny day
Alice the rabbit by the river in the field in the hall
Read and put the pictures in the right order(顺序).
场景3
Q2: Did Alice have any problems ?
Scene 3 --in the hall ( Para4-5 )
场景3
What problems did Alice have in the hall? doors all around but they were all locked
could speak
Scene 2 --in the field ( Para3 )
场景2
What did Alice do after seeing the amazing rabbit?
Complete the sentences and put them into the right order.
a
b
c
by the river
in the field
Unit6《Pets》课件2(12页)(牛津译林版七年级下)
4. I like my _r_a_b_b_i_t_ because I can _f_e_e_d__her carrots and I like her _l_o_n_g__ __ea_r_s__. 5. I like my ___d_o_g_ because I can __p_la_y__ _w_i_t_h_him in the park. 6.I like my __c_a_t__ because she sleeps_o_n__m_y__l_a_p.
do wonderful tricks look after houses play with it like eating bones
long tail, small face, run about the house at night live in a cave underground afraid of cats
1.I like my _p_a_r_r_o_t_because it can sing . I want to__te_a_c_h_ it to _s_p_e_a_k_. 2 .I like my _m__o_u_s_e_ because it’s very small and __s_o_ft__ and I can _h_o_l_d__it in my hand. 3. I like my _g_o_ld_f_i_sh_ because I like watching it _s_w_i_m__ _a_r_o_u_n_d_.
live in water or tank
look lovely and colourful
eat fish food / don’t feed it bread
can swim with the help of the fins and the tail
江苏省大丰市万盈二中七年级英语(牛津7B)Unit6PetsReading课件1
My goldfish is a _w_o_n_d_e_r_f_u_l pet. She isn’t any t_r_o_u_b_l_e_. She doesn’t b__a_rk_ or _m_i_a_o_w_. She likes to b__u_b_b_le_. She doesn’t need a bed or a r_a_b_b__it_h_u_t_c_h_. We don’t have to _fe_e_d_ her much.
3. Is the dog clever? Yes, it’s the cleverest animal of all.
My dog is the _cl_e_v_e_r_e_st_ animal of all. Besides (除了) chasing and c_a_t_c_h_in__g a ball, he can do many other things for me.
These words rhyme.
Listen to the tape
My dog is the cleverest animal of all. He doesn’t just chase and catch a ball. With eyes open wide, He hunts when I hide. He does wonderful tricks, Builds me camps out of sticks. He’d never bark or bite, And he doesn’t like to fight. My dog is my very best friend, And I’ll look after him until the end.
much. T
7B Unit6精品课件
Eddie and Hobo will go hiking
Do Eddie and Hobo both have a good time? Why?
A story about my friend
Complain抱怨
(v)
Hurry(vi) to walk匆忙行走 Hurry up赶快
她向我抱怨她的工作。
It's cool. It makes me feel good.
model
A: What outdoor activity would you like to try? B: I want to go riding. A: Why do you like it? B: Because it’s interesting.
Make a dialogue like this:
A: What outdoor activity do you like to try? B: I want to go ________. A: Why ? B: _______.What about you? A: I would like to go _______. B: Why? A:____________.
go swimming
Swimming is very popular in summer because you feel cool/ comfortable in the water.
go cycling
Cycling is very interesting. People often go cycling with family/ friends on a sunny day.
go jogging
It's good for our health. If you want to keep fit/ healthy/ slim, you can go jogging.
牛津英语 7B Unit6 Reading2 课件p
j_u_m_p__e_d_ down a hole after the rabbit. She fe_l_l__ for a long time. At last she f_o_u_n_d__herself in a hall.
She n_o_ti_c_e_d____ a small door and she could see a
• How tall YaoMing is! • How smart he is! • How kind he is! • How ____ the boy is!
• How+ _a_d_j_（__形_容__词_）_+_S_(_主_语_)_+_V_（_谓__语_）_!
9. let the rabbit get away let ,make后动词用原形 Let’s go! get away 逃脱，离开 其中的一个强盗逃脱了。
now.
5. I often hear the boys _t_a__lk__(talk) about
computer games.
7. take a watch out of its pocket take...out of... 从……拿出…… 她从手提包里拿出钥匙。
She _t_o_o_k_ her keys __o_u_t _o_f_ the handbag. 8. How amazing！ How + adj./adv. + ...! 感叹句 Jim 跑得真快！ How _fa_s_t_ Jim runs!
on a boat
12. find herself alone
find sb./sth. + adj. 发觉自己（处于某种 意外的状态
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
trouble 1. ‘Bubble’ rhymes with_______.
Anywhere 2.‘Chair’ rhymes with ____________. Window-ledge 3. ‘Edge’ rhymes with _____________.
4. ‘Do’ rhymes withShoe ________.
My goldfish
My goldfish is a wonderful pet. .She doesn’t need a bed. She isn’t any trouble. My goldfish is a wonderful pet. She doesn’t need a bed. She isn’t any trouble.
Match the sentences
1 He doesn’t just chase and A. He does amazing catch a ball. things. 2. He hunts when I hide. B. He can run after a ball and do other things. 3. He does wonderful tricks. C. He looks around for me. 4. He’d never bark or bite. D. And I always take care of him 5. And I’ll look after him E. He is friendly. until the end.
Dogs are so lovely animals, but……….
Pets need people’s
care & Love
Exercises: translation
１．最聪名的动物 ２．追赶并捉住一个球
３．喜欢打架
４．眼睛张得大大的 ５．照顾他
There's a kangaroo in my kitchen There's a dog in my hall There's an elephant in my dining room Three meters _______! tall My house is full of animals. I don't know what to do I think I'm going crazy. zoo I'm living in a_________! There's a sheep in my bathroom There's a beetle in my bed There's a tortoise in my toilet With a hamster on his ________! head My house is full of animals I don't know what to do I think I'm going crazy I'm living in a _________! zoo
My dog, Eddie, likes to run in the park. He often chases cats _____ and birds. Sometimes, he makes a lot of noise. He ______ barks when someone rings the doorbell. Some people are afraid of Eddie. They think he might ______ them. bite
Cats sleep…
on chairs.
in empty shoes on people’s laps in cardboard boxes
on top of pianos on window-ledges in open drawers
in cardboards
My cat is very friendly. She likes sitting on the _____ , so she can watch sofa TV. Usually, she is a very happy cat; shemiaows _____ when she is hungry. She is quite lazy and cannot do any ______ . Most of the tricks time, she just wants to sleep on my _____ . She is lap never any ______ . trouble
1.Is the dog the cleverest animal of all? Yes,it is. 2.Does he just chase and catch a he do wonderful tricks? Yes, he does. 4.Will you look after him until the end? Yes, I will.
make a noise like a dog does
miaow 3. It doesn’t (3) ___________.
make a noise like a cat does
feed 4. We don’t neeed to (4) __________ it much.
hutch 5. It doesn’t need a rabbit(5) ___________.
聪明的 chase 追 catch 捉住 wide 张大的 hunt 寻找 hide 藏 tricks杂技 build建造 camp 营地 stick棒 Bite咬 fight 打架 Look after 照顾 end 最后
Clever
Match the words with the meanings
Please fill in the blanks
My dog is the ________ animal of all. cleverest Besides (除了) chasing and _______ a ball, catching he can do many other things for me. When hide I ____, he hunts with eyes open wide He ____. _____ builds camps out __ sticks for me. He’d of never bark bite or fight I love him very ____, ___ ____. much and I’ll ________ him forever(永 look after 远).
5. ‘ Frocks’ rhymes withbox _______. 6. ‘Anywhere’ rhymes with care _________.
trouble 1. A goldfish isn’t any (1) __________.
2. A goldfish doesn’t (2) bark _________.
She doesn’t bark, much,
She doesn’t miaow, hutch Just bubbles bubbles bubbles.
We don’t have to feed her
She doesn’t need a rabbit Just bubbles bubbles bubbles.
My dog
My dog is the cleverest animal of all.
He doesn’t just chase ______and catch a ball.
With eyes open wide, He _____when I_____. hunts hide He does wonderful_______, tricks Builds me camps out of sticks. He’d never bark or_____, bite And he doesn’t like to_____. fight My dog is my very best friend, And I’ll look after him until the end.
He is hunting for something.
She is building a camp out of sticks .
He is doing tricks.
They are fighting and biting.
She is hiding in the grass.
New words:
My dog is the cleverest animal of all.
He doesn’t just chase and catch a ball. With eyes open wide, He hunts when I hide. He does wonderful tricks, Builds me camps out of sticks. He’d never bark or bite, And he doesn’t like to fight. My dog is my very best friend, And I’ll look after him until the end.
Chase Hunt Tricks
Bite Build Hide
Look for Run after sb or sth Something amazing
Keep sb or sth from being seen Make by putting parts together. Cut sth with the teeth