七年级英语pets教案1
《Pets》教案设计1
《Pets》教案设计 1一、教学内容本节课选自《英语》教材第三册第六单元《Pets》。
详细内容包括：章节一，宠物的基本介绍，通过图片和文字介绍猫、狗、鱼、鸟等常见的宠物；章节二，宠物的生活习性和喜好，以小组讨论形式让学生了解不同宠物的特点；章节三，如何照顾宠物，通过视频和讲解，教授学生如何正确喂养和照顾宠物。
二、教学目标1. 让学生掌握关于宠物的词汇和基本句型，如：cat, dog, fish, bird, I like2. 培养学生运用所学知识进行交流的能力，能够用英语简单介绍自己的宠物和表达对宠物的喜好。
3. 增强学生的责任感，了解并掌握照顾宠物的正确方法。
三、教学难点与重点重点：宠物词汇和基本句型的掌握，以及用英语进行简单交流。
难点：如何让学生在实际情景中灵活运用所学知识，进行自然的对话。
四、教具与学具准备教具：PPT、视频、图片、卡片、黑板、粉笔。
学具：笔记本、彩色笔、剪刀、胶水。
五、教学过程1. 导入：通过展示一组宠物图片，让学生猜测并说出它们的名字，激发学生对本课的兴趣。
2. 新课内容展示：使用PPT展示新课内容，讲解宠物的基本介绍、生活习性和喜好，让学生跟读并模仿。
3. 实践情景引入：将学生分成小组，每组选择一种宠物，讨论并介绍该宠物的特点，然后进行汇报。
4. 例题讲解：给出几个关于宠物的句子，让学生分析并理解句子结构，进而进行仿写。
5. 随堂练习：让学生运用所学词汇和句型，进行小组对话练习，教师巡回指导。
六、板书设计1. 《Pets》2. 主要内容：宠物词汇：cat, dog, fish, bird,基本句型：I like , I have a照顾宠物的方法：Feed, water, clean七、作业设计1. 作业题目：（1）用英语写一篇关于自己宠物的短文，不少于5句话。
（2）收集关于宠物的图片，制作成手抄报，要求有英文介绍。
2. 答案：（2）学生根据所学知识，自行设计手抄报。
【小学英语精品教案】系列教学设计(第1课时)：Pets
Unit 1 Pets教学设计（第1课时）【教学内容】Part1, Part2【教学目标】（一）知识与技能1.能听懂，正确认读，规范书写字母bird, fish, frog, mouse, cat, dog, hamster,rabbit并理解单词的意思。
2.能学会唱歌谣Have you got a pet?（二）过程与方法1．以小组合作与情景教学为主，运用游戏帮助学生理解与运用所学知识；2．指导学生通过听音获取正确的信息，掌握一定的听音技巧。
（三）情感、态度与价值观让学生拥有爱护和帮助小动物的意识。
【教学重点】使学生学会认读表示宠物的单词bird, fish, frog, mouse, cat, dog, hamster, rabbit.【教学难点】1学生能通过听音获取正确的宠物信息；能指认并听写表示宠物的单词bird, fish, frog, mouse, cat, dog, hamster, rabbit,并能与小朋友互相提问彼此的宠物问题。
【教学准备】涂有不同颜色的图片、写有表示宠物英文单词的卡片、教材相配套的录音带【教学过程】Step 1 Warming up播放一段关于小动物的英文儿歌，并展示几张小动物的图片，引起学生对小动物的英文表达法的兴趣。
Step 2 Revision学唱英文歌Welcome, welcome, welcome back, 复习上一单元学习的动作指令，并用Good morning!互相问好。
Step 3 Listen and say the chant. 听一听，说歌谣。
1.请学生翻到第6页，老师播录音，学生初步感知歌谣。
2.再次播放录音，老师指出相关的动物图片，要求学生边观察边记忆。
3.要求学生跟录音说歌谣直至熟练为止。
4.通过活动，巩固歌谣。
1）老师模拟动物的叫声，学生快速说出单词。
2）分小组，比赛说歌谣。
3）老师说问句，学生说出相应的答句。
24）老师做示范，替换歌谣中的宠物单词，如：文具、教室里的物品等来创编新的歌谣。
七年级英语Pets教案
1. 让学生掌握与宠物相关的词汇，如cat, dog, fish, bird, pet shop等。
2. 让学生能够用英语简单描述宠物的特征和喜好。
3. 培养学生与人分享和交流自己宠物的习惯。
二、教学内容：1. 词汇学习：cat, dog, fish, bird, pet shop, collar, bone, fish, tank, bowl等。
2. 句型练习：What pets do you like? I like They like3. 宠物介绍：让学生准备一段关于自己宠物的介绍，包括宠物的名称、特征、喜好等。
三、教学步骤：1. 热身活动：让学生自由交谈，询问他们是否喜欢宠物，并分享他们的宠物知识。
2. 词汇学习：教师展示相关词汇的图片，引导学生说出单词，并在黑板上写出单词及其中文意思。
3. 句型练习：教师给出句型“What pets do you like? I like They like”，让学生分组练习，互相提问和回答。
4. 小组活动：学生分组，每组选择一种宠物，编写一段关于宠物的介绍，包括宠物的名称、特征、喜好等。
5. 展示环节：每组轮流上台展示他们的宠物介绍，其他学生认真听并给予反馈。
四、作业布置：1. 让学生绘制一幅关于自己宠物的画作，并附上英文描述。
2. 让学生编写一篇关于宠物的短文，介绍宠物的名称、特征、喜好等。
1. 教师要关注学生的口语表达能力和宠物知识的掌握程度。
2. 在小组活动环节，教师要巡回指导，确保每个学生都能参与到活动中来。
3. 对于学生的作业，教师要仔细批改，给予积极的评价和指导。
六、教学内容：1. 词汇学习：cage, hamster, mouse, guinea pig, turtle等。
2. 句型练习：Do you have a pet? Yes, I do./ No, I don't. What kind of pet do you have? I have a3. 宠物介绍：让学生准备一段关于自己宠物的朋友的介绍，包括宠物的名称、特征、喜好等。
《Pets》教案设计 (1)
《Pets》教案设计（百度图片）http：///global-image/units/img/122-1-20110623100903.jpg2. 教宠物单词T：Today , Tony will guide us to a pet shop to see some pets. Let’s go!(1 )教学dog.（百度图片）http：///res_base/jeecms_com_www/upload/article/image/2010_2/5_14/q9f gg96c8yhe.jpgT：Wow,what's that? It's a lovely dog! Woof！Woof！Dog. (做小狗的动作) Dog ,dog, woof woof woof.再让学生扮演动物的叫声。
然后指导学生拼读单词：dog, dog, d-o-g, dog.T：I have got a dog, Have you got a dog? S：Yes./ No.(设计意图：开始把句子渗透在教单词中，让学生慢慢学会使用单词。
)（2）教学cat. （百度图片）http：///912678847/pic/item/82dd49a101db94ffcbefd08b.jpg T：It's a cat! It's a lovely cat! I like cat very much!Do you like cat? Ss：Yes.出示猫的单词，学生开火车读，再让学生扮演猫的声音meow, meow, cat。
最后指导拼读单词：cat，cat, c-a-t,cat. T：I have got a cat. Have you got a cat? Ss：Yes./No.（3）教学fish.（百度图片）http：///56/50/300000340773127683506450932_950.jpg教师扮演一只猫说：I'm a cat. I like eating fish. Wow, It's a beautiful fish!出示鱼的单词。
Pets教案（精选5篇）
Pets教案（精选5篇）Pets 篇1unit 6 pets一. 教学内容：unit 6 pets二. 教学目标：掌握unit 6 的语法：祈使句，should, must 的用法能对祈使句，should, must 活学活用。
三. 教学重难点：（一）祈使句当我们发出指令时,要用祈使句。
e.g.:1. 把书放在抽屉里。
put the book into the drawer.2. 每天遛狗一次。
take the dog for a walk once a day.3. 不要拉兔子的耳朵。
don’t pull the rabbit’s ears.4. 不要害怕狗。
don’t be afraid of dogs.祈使句的三大特征是什么?1. 省略主语you。
2. 谓语动词用原形。
3. 用don’t构成否定式。
如果想要使语气礼貌一些，可以在句首或句尾加please。
e.g.:1. please look after my dog.2. be quiet, please.3. please don’t give the cat any fish bones.4. don’t make any noise, please.1) give it clean water.2) change the water once a week.3) don’t give it too much food.4) don’t hold it in your hand.5) don’t put it in the sun.【典型例题】1. 明天请打扫兔笼。
________________________________________(1. please clean the rabbit hutch tomorrow.)2. 请别把金鱼放在阳光下。
___________________________________(2. please don’t put the goldfish in the sun.)3. 请帮我照看我的狗。
pets教案设计(一)
pets教案设计(一)教案设计：Pets目标1.让学生能够听、说、读、写与pets有关的单词和短语。
2.培养学生爱护动物的意识，了解怎样照顾宠物。
活动活动1：导入1.与学生共同讨论宠物是什么，他们喜欢什么样的宠物。
2.学生可以用手绘图等形式展示自己心目中的宠物。
活动2：学习1.学生分小组，根据教师提供的单词表学习宠物相关的单词和短语。
2.组内互相练习，加深记忆。
3.采用游戏形式，例如单词接龙、找单词等，进行复习。
活动3：应用1.学生选择自己喜欢的宠物，在班级内填写一份关于宠物的基本信息表，包括种类、习性、饮食、生活习性等。
2.小组之间比赛，评选出最优秀的宠物资料表。
3.学生可以通过口头方式，向类似的爱宠俱乐部宣传自己的宠物。
结束1.教师发起讨论，让学生“放生”思考问题：爱护宠物对我们的人生有什么意义，我们应该怎样做才能真正地爱护宠物。
2.教师布置宠物日记等主题作业。
扩展1.教师可以带领学生到宠物店、动物园等地方实地观察、了解宠物。
2.活动结束后，学生可以带着自己的宠物来学校，在班级内分享自己的喜悦。
教具1.单词表；2.学习笔记本、彩笔、粘贴笔等；3.宠物信息表；4.公告板、纸张、磁贴等。
评估1.教师观察学生听、说、读、写的表现;2.宠物信息表及其它相关作业;3.组内及小组之间比赛评比结果。
备注通过本教案的实施，帮助学生学习英语宠物单词短语，提高词汇量和运用水平，增强对英语学习的兴趣。
同时，帮助学生了解宠物的基本知识和饲养方面的技巧等，培养学生爱护动物的意识及良好的情感素质。
Pets英语课件教案.
Pets英语课件教案.教案内容：一、教学内容：本节课的教学内容选自人教版小学英语PEP教材，第3单元，第4课时，主题是"Pets"。
本节课的主要内容是学习关于宠物的话题，包括宠物的名称、特征和喜好。
教材内容主要包括词汇教学（如dog, cat, fish, bird, pet等）、句型教学（如What's your pet? It'sIs it? Yes, it is. No, it isn't. How nice!）以及听力练习和口语交际。
二、教学目标：1. 学生能够听懂、说出一系列宠物的名称，并能够用英语简单描述宠物的特征和喜好。
2. 学生能够在日常交流中运用所学句型，询问和介绍自己的宠物。
3. 学生能够通过本节课的学习，增强对英语的兴趣，提高英语口语表达能力。
三、教学难点与重点：难点：句型What's your pet? Is it? 的运用，以及一般疑问句的回答。
四、教具与学具准备：教具：PPT课件、宠物图片、单词卡片、录音机、磁带。
学具：课本、练习册、铅笔、橡皮。
五、教学过程：1. 热身（5分钟）教师与学生用中文进行简单的交流，询问学生喜欢的宠物，并引导学生用中文描述宠物的特征和喜好。
然后，教师引入本节课的主题"Pets"，告诉学生将要学习关于宠物的话题。
2. 呈现（10分钟）教师通过PPT课件呈现一系列宠物的图片，引导学生用中文说出宠物的名称。
然后，教师逐个介绍宠物的英文名称，如dog, cat, fish, bird等，并引导学生跟读。
3. 实践（10分钟）教师发放单词卡片，学生两人一组，用英文进行宠物名称的认读和记忆游戏。
同时，教师巡回指导，帮助学生纠正发音和解答疑问。
4. 听力练习（5分钟）教师播放磁带，学生听录音，并完成练习册上的听力练习题。
然后，教师邀请学生回答问题，检查学生的听力理解能力。
5. 口语交际（5分钟）教师组织学生进行小组活动，学生两人一组，运用所学句型What's your pet? Is it? 进行口语交际，询问和介绍彼此的宠物。
七年级英语下册 Unit 8 Pets Task教案 (新版)牛津版
•You should _____ the fish tank clean three times a week.
•You must _______ the water for the goldfish once a week.
•You should _______your parrot to speak.
He/ She likes/ doesn’t like …
He/ She needs …
We usually/ sometimes…
Work in groups. Each group chooses one of the animals above and say something about it.Then Write your own passage.
My favourite pet…His/Her name is …
He/ Shelooks like…
He/ She is always very friendly/quiet/ happy/noisy.
Usually He/ Sheeats…
He/ Shelives / sits/ lies in /on …
•You mustn’t ______ the goldfish out of the tank.
学生活动指导：仔细听，C同学抢答，答对一题可为小组赢得分。
展示语言点，学生根据语言点来做句子，做对一句可为小组赢得分。
五至10分钟的准备时间
(作文展示：大家举手表决，超过一半的支持率可得3分 如是全票通过，可得五分！）
1.What is its size? Is it big or small ?
《Pets》教案设计 1
《Pets》教案设计 1一、教学内容1. 第一章节：介绍各种宠物的名称和特点，如狗、猫、鸟、鱼等。
2. 第二章节：探讨与宠物相关的日常生活话题，如照顾宠物、宠物喜好等。
二、教学目标1. 了解并掌握与宠物相关的词汇和表达方式。
2. 能够运用所学知识描述自己的宠物，并进行简单对话。
3. 培养学生对宠物生活的关注和热爱，提高学生的英语交际能力。
三、教学难点与重点1. 教学难点：宠物词汇的拼写和用法，如“feed”（喂食），“walk”（遛狗）等。
2. 教学重点：运用所学词汇和句型进行宠物话题的交流。
四、教具与学具准备1. 教具：PPT、宠物图片、录音机、磁带。
2. 学具：笔记本、彩色笔、宠物词汇卡片。
五、教学过程1. 导入：展示各种宠物的图片，引导学生用英语说出宠物的名称，回顾已学词汇。
2. 新课内容呈现：a. 通过PPT展示本章内容，讲解宠物词汇和表达方式。
b. 播放录音，让学生跟读，提高发音准确性。
3. 实践情景引入：分组进行角色扮演，模拟宠物商店的场景，用所学知识进行对话。
4. 例题讲解：选取一个宠物话题，展示例句，讲解句型和语法结构。
5. 随堂练习：让学生根据所学内容，编写一段关于自己宠物的描述，并进行分享。
六、板书设计1. 《Pets》2. 内容：a. 宠物词汇：狗、猫、鸟、鱼等。
b. 宠物相关动词：feed、walk、play等。
c. 宠物话题句型：What's your favorite pet?、How do you take care of your pet?等。
七、作业设计1. 作业题目：以“My Pet”为题，写一篇关于自己宠物的短文，不少于100词。
2. 答案示例：My favorite pet is a dog. Its name is Max. Max is two years old and very smart. He can understand what I say and always follows me. I feed him twice a day and take him for a walk in the evening. Max is my best friend and I love him very much.八、课后反思及拓展延伸1. 反思：本节课通过实践情景引入，让学生在实际语境中运用所学知识，提高了学生的英语交际能力。
pets 初中教案
pets 初中教案## 知识与技能1. 学生能够掌握关于宠物的词汇，如狗、猫、鱼、鸟等。
2. 学生能够运用所学的宠物词汇进行简单的交流和描述。
3. 学生能够理解并运用祈使句表达关于照顾宠物的指令。
## 过程与方法1. 学生通过观察、听、说、读、写等途径，感知、理解和运用宠物相关的词汇和祈使句。
2. 学生通过小组合作和角色扮演，提高交流和表达能力。
## 情感态度与价值观1. 学生能够培养对宠物的兴趣和爱心，学会尊重和照顾动物。
2. 学生能够在日常生活中运用所学的知识和技能，提高自己的语言运用能力。
# 教学内容## 1. 宠物词汇学生需要掌握的宠物词汇包括：狗（dog）、猫（cat）、鱼（fish）、鸟（bird）等。
## 2. 祈使句学生需要理解并运用祈使句表达关于照顾宠物的指令，如：- 给宠物喝水（ Give the pet some water.）- 带宠物出去散步（ Take the pet for a walk.）- 不要吓到宠物（ Don't scare the pet.）## 3. 宠物照顾手册学生需要根据所学的宠物词汇和祈使句，编写一份宠物照顾手册，内容包括如何喂养、清洁和锻炼宠物等。
# 教学步骤1. 导入：教师展示一些宠物的图片，引导学生说出宠物名称，复习已学的词汇。
2. 新课内容：教师介绍祈使句的基本结构和用法，如“祈使句+and/or+句子”、“Don't+动词原形+其他”等。
3. 实践环节：学生分组，每组选择一种宠物，编写关于照顾宠物的祈使句，如“给宠物喝水”、“带宠物出去散步”等。
4. 展示环节：每组向全班展示编写的手册，其他学生进行评价和提问。
5. 总结与拓展：教师对学生的表现进行点评，指出优点和需要改进的地方。
同时，鼓励学生在日常生活中多关注和照顾宠物，培养爱心和责任感。
# 教学评价1. 学生能够正确识别和运用宠物词汇。
2. 学生能够理解并运用祈使句表达关于照顾宠物的指令。
七年级英语Pets单元教案
Unit 6 PetsLanguage functions and focus●Introduce names and characteristics of common pets, e.g., My cat is very friendly.●Recognize and use nouns, verbs and adjectives to talk about specific animal features in termsof appearance, characteristics and personality, e.g., My dog is the cleverest animal of all.He doesn’t just chase and catch a ball.●Recognize and use positive and negative imperatives to give instructions, e.g., Walk the dogat 7 a.m. Don’t chase the cat.●Recognize how to use appropriate modal verbs to give instructions and to express duty andresponsibilities, e.g., You should play with your pet for some time every day.●Recognize positive and negative forms of model verbs, e.g. You must put clean water in thefish tank. You must not touch a fish with your hands.Language skillsListening●Identify specific characteristics in a description of a goldfish●Listen for detail to extract specific information●Use knowledge presented in written text to infer general meaning and context●Complete a conversation using information from a talkSpeaking●Ask and respond to questions about favourite pets●Ask for explanations of opinions and respond appropriately●Stress keywords in sentences●Identify typical stress patterns in sentences●Tell others about a favourite petReading●Become familiar with rhyming words●Learn intonation and rhyme scheme of poems●Identify specific meaning by scanning the textWriting●Present factual information and opinions in writing●Describe characteristics and personalities of pets●Describe pets’ lifestyle, including feeding habits, homes, and likes and dislikes●Generate personal ideas, plan and organize text to communicate your own opinionsOverview of the unitThis final unit in the book introduces students to pets and the responsibilities associated with pet ownership.Warm-up activityBefore 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.‘Bring me…’ and ‘should’ are used to express instruction and duty. Ask students to look at the comic strip. AskWhat 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 unitObjectives●To introduce students to the world of pets●To identify names of animals and typical features●To understand differences in animal featuresTeaching procedures1.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 anydisagreements.3.For stronger classes, do Part B as a quiz. Students close their books. You read the sentencesa-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 havea pet if they do not own one.5.Do some exercises.（详见课件）ReadingObjectives●To learn about rhyme schemes, stress and intonation of poetry●To learn new vocabulary to talk about pets●To read about animal behaviourBackground informationThis 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 eachpoem 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 ATeaching procedures1.Ask students to study the poems and pictures on page 90. Write the title ‘My Dog’on theboard 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. Forstronger 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’).Ask students some general questions to elicit details about the dog’s actions to generate some of the key verbs, e.g., what does the dog do?4.For weaker classes, read the poem ‘My Goldfish’ and ask students to follow in their books.Explain the meaning of ‘miaow’ and ‘bubbles’. For stronger classes, ask two students to each read a stanza.5.Read the poem ‘Cats’. As you read the poem, try to use gestures and mines to illustrate thedifferent impressions presented in the poem. Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.6.Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner. S1reads 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 individualstudents or pairs to create a dramatic impression. Ask one or two students to read one line only,e.g.,S1: CatsAll: 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 activityFor stronger classes, ask students to copy the poem ‘Cats’ 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 BTeaching procedures1 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 to remember, 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 activityAsk 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 CTeaching procedures1.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 thepoem ‘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 ablestudents 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 thatthey can use any other words apart from ‘in’, ’on’ and ‘on top of’.VocabularyObjectives●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 ofdifferent types of animalsTeaching procedures1 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 activitiesAsk students to write a similar profile about their favourite pet using the texts in Part B as model.GrammarObjectives●To use positive and negative imperatives when giving orders and instructions.●To organize and understand how to use imperatives appropriately.●To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.Part ATeaching procedures1.Talk to students about the purpose of instructions. Give them a few examples using classroomsituations. 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’t run.●Don’t take the lift.●Take the stairs.●Line up.●Go to the playground.●Leave your bags.On the bus●Don’t 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 ‘you’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’s attention and so he/she says, ‘Mary, don’t push.’/ ‘Don’t push, Mary.’. Make sure students understand the imperative form and avoid the common mistake of placing a pronoun in front of the imperative.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 work in 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 activityAsk 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 BTeaching procedures1 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 ‘ought to’ and ‘should’, which have more or less the same meaning. ‘Ought to’ is a bit stronger and tends to be used more widely when talking about laws or regulations imported from the outside, while ‘should’ 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 ‘must’ is the strongest word , expressing the sense that something is a absolutely necessary .5. In part B1,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 for the 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 activityDepending on the general ability of your class, this could be done at the end of this section to consolidate students’ 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 .AskWhat 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 .If not ,the chance goes to the next group. Students correct their own sentence.Extension activityAsk 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 skillsobjectivesTo identify specific characteristics in a description of goldfish .To listen for detail and extract specific information .To use knowledge presented in written text to infer general meaning and context .To listen for specific information to complete a conversation .Part Ateaching procedures1.create an interest in the situation .Bring a picture of a goldfish to class and ask students tomake 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 inpartA1.Before playing the recording ,ask students to read the list of notes that that Peter is making while he is listening .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. Checkanswers with the whole class.4.Ask more able students to do the extra exercise .You can also ask them to correct the falsesentences.5.Ask students to read the leaflet in part A2 about how to look after a fantail fish. Studentscheck the meanings of the statements.6.Ask students to make three positive instructions and three negative instructions using theinformation 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 answerson the board.8.Ask students to read the phone conversation in part A3 between Amy and Peter. Tell studentsto 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 . Whilelistening ,they can confirm or change their initial responses.10.A sk students to form pairs and read the conversation to another pair .Each pair checks thecorrect choice of words . If there are disagreements ,students should make notes and discuss after the conversation is completed.11.A sk a more able pair to present the conversation to the class .Check correct use of words andclarify any disagreements.Part BObjectivesTo ask and respond to questions about favourite pets .To respond by stating opinions .To ask for explanations of opinions and respond appropriately .teaching procedures1.Ask students to work in pairs to read Daniel and Amy’s conversation .Then ask them tochange 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’s conversation as amodel .Encourage them to modify and adapt using the phrases ‘ I’m fond of …’‘I hate….’‘I dislike ….’ and ‘I’m crazy about….’. If necessary ,provide them with the useful expressions in the column on the right .For less able students ,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 tothe 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 expressionsI don’t like animals.My sister has a….I play with my dog in the park.My cat likes eating….Cats are very clean .You don’t have to bathe them.They should teach their dog not to….You must find someone to look after…While you are on holiday .PronunciationObjectivesTo introduce the idea of sentence stress .To identify and recognize typical stress .teaching procedures1.play the recording. Ask students to read the sentences in part A as they are listening .confirmthat 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 practicepresenting 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 shouldbe stressed. Students listen to the recording and check the words which theyHomeworkRead the sounds after the tape again and again.。
七年级英语Pets教案1
Pets教案
Pets教案重点：cat, dog, rabbit, budgie, hamster, mouse及其复数形式句型How many ... are there? There are ...教学流程：1. Greetings.T: Good morning, class. Ss : Good morning, teacher.2.Say a chant: Have you got a pet?3.Oral practice: Have you got a pet? What is it? Is it brown/ purple?What color is it? Do you love your pet?4.T: Everyone has got a pet. So we've got many pets. （出示课题pets 并带读，强调s的发音）5.T: I love pets, too. And I've got many. Can you guess how many? （出示How many）6.T: Yes, how many? Maybe three, maybe seven? Can you guess?Ss: ... (猜数字) T: Maybe! / Oh, that's a lot.7.T: Let's see altogether. Ok?8.Look at the tail. T: What is it? Only one cat.? No, How many?Ss: Four.T: Yes, four cats. （复数形式加S）9.T: What about this one. The tail is much shorter. You're right! It's a dog.T: We say one dog then many dogs. You're so clever. How many dogs?Ss: Three dogs.T: That's right. There are three dogs.10.T: This pet is a kind of bird. Sometime it can talk with us. It's a budgie. Budgie, budgies. There are nine budgies. (出示句子There are ...)11.T: This one has a pair of red eyes and long ears. Do you know it? Bingo, that's rabbit. I have many rabbits. (折叠) How many rabbits are there?Ss: There are twelve budgies.12.T: Look at the card. （出示单词卡h_m_t_ _）Who knows the word? S: Hamster. (生拼读)T: And many hamsters.13.T: The last is small and afraid of cats. It begins with m. S: It's a mouse.T: Can you spell it?T: But we have a lot. (出示mice) i /ai/, c /s/, and e makes no sound. Can you read?14.T: How many mice are there? (出示句子How many ... are there?)Let's count. One two three ... There are thirteen mice.Look, we say how many mice are there not how many mouse. Got it?15.T: Let's look at those pictures. T points to the pictures and asks.16.T: What about hamsters? Who wants to know? Who can ask me?17.Ss: How many .hamsters are there? T whispers to Ss.18.T: Everybody together. Ss: How many .hamsters are there?19.T: Shall we say a chant together? How many ...? There are ...20.Make a chant with your partner.21.T: Boys and girls. We've got lots of pets in our classroom.How many pets are there?22.T: Julia loves pets and has a lot. Do you how many?23.Listen to the tape. Q: How many pets are there in Julia's home?Julia is a ten years old girl. She loves pets. She's got five rabbits, three budgies and two cats in her room. There are seven dogs and twelve hamsters in the garden. As well, there are eight mice in her house.24. T: Let's see who's got more pets. (小组评价)。
七年级英语Pets教案1
学习目标单词：pet rude goldfish mouse parrot knee hold feed teach 词组：1. 带些吃的给我bring me something to eat2. 睡在我的膝上sleep on my knees3. 用手抓住它hold it in my hand4. 喂她胡萝卜feed her carrots (feed sb. sth.=feed sth. to sb.)5. 教它说话teach him to speak (teach sb. to do sth.)句型：1. 你太粗鲁了！How rude you are!2. 这就对啦！That’s it.3. 你应该说“请”。
You should say “please”.4. 我喜欢看它们游来游去。
I like watching them swim around. (watch sb. do sth.)。
巩固练习：词汇运用1.For some people,___________（宠物）are their family members.2.Nobody likes to talk to a ________（粗鲁的）person.3._________（金鱼）are not easy to keep.4.More and more people like keeping __________（老鼠）at homebecause they are small and lovely.5.A________（鹦鹉）can speak and sing like a person if you teach it.6.I couldn’t see the man’s face because he put his head between his__________（膝盖）7.Mrs sun ___________（握住）Lin Tao’s hands and said “Thanks a lot”.8.How many times do you ________（喂）the dog every day?9.–What do you think of my pet _________ (cat) dress?10.s orry, I can’t tell the names of the __________(rabbit) in this picture.11.W ho __________ (教) you English last term?完成句子。
七年级英语教案Pets
作者VX：免费范文Pets江苏省淮北中学英语学科教案初一年级教案活页纸审核人：初一英语组全体老师总课题unit6 pets总课时10第1课时课题welcome to the unit课型newteaching aims1. to introduce students to the world of pets2. to identify names of animals and typical features3. to understand differences in animal featuresteaching focus1.to identify names of animals and typical features2.phrases: bring sb sth be more polite swim around on one’s lap hold sth in one’s hand feed sb sth teach sb to do sthdifficult pointsto identify names of animals and typical featuresteaching methodtask-based approach，scene pedagogy and teaching with humor teaching proceduresthe second preparing lessonsstep i leading-in1.guide students to recall the names of some animals that they learnt. ask students do you like animals? what animals do you know? if you like an animal very much, you can keep it as a pet in your flat. what animal do you want to keep as a pet? 2.students give the answers. step ii presentation1 present students some pictures, such as a cat, a dog, a rabbit, a goldfish, a mouse, a parrot, etc.2 talk with students:1).t: what is it? s: it is a rabbit. t: do you like it? s: yes, i like it very much． t: why do you like it? s: because it is lovely．it has two long ears．it often jumps and runs here and there．i can feed it carrots when it is hungry．that will be interesting．2) t: what’s this? s: it’s a parrot. t: why do you like it? s: it can speak and sing like a person．that’s wonderful! i feel happy when it is with me．and i can teach it to speak. 3) t: what do you think about the mouse? s: oh, it is small and soft． t: i can hold it in my hand．maybe some people don’t like it，but i think it is smart and lovely 4) t: i like goldfish very much，and you? s: i like watching it swim around．its tail is so beautiful when it is swimming．how happy and free it is in water! 5) t：girls usually like cats，but one of my friendsdoesn’t． s：why? t：it often likes to sleep on her lap，so she can’t do anything． 3.teach new words. step iii task1. encourage students to do the task in part a on page 93 2. divide the class into pairs. ask students to compare their answers and discuss any disagreements. 3. students 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. 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 .ask students to share their sentences. step iv presentation作者VX：免费范文。
【七年级】Unit6 Pets教案
【七年级】Unit6 Pets教案初中英语导学案（7B Unit6 Pets）Grammar I班级：姓名：自我评价：【学习目标】1. 知识目标: 学习怎样使用祈使句2. 技能目标: 掌握祈使句的肯定句以及否定句结构。
3．情感目标：通过本学习，让学生懂得照看小动物小窍门.学习过程【预习指导与检测】一、预习导航1. look after 照料、照顾/照看，如：look after a patient 照顾病人 look after the pet 照料宠物2. give advice 提建议advice 意思是“忠告，建议”。
我们用a piece of advice 表示一条建议3. Don’t give her fish bones.不要给她鱼骨头。
give sb. sth 意思是“给某人某物”，give 后面跟的是双宾语。
还可以用介词“to”构成 give sth. to sb. 类似的动词有：show sb. sth == show sth. to sb. pass sb. sth == pass sth. to sb 如：Please show me your neatch.== Please show your neatch to me.二、预习成果（一）预习P98―P99，在本上划出下列词组和句子并翻译.1. 遛狗____________________2. 照顾我的金鱼_______________3. 追赶猫___________________4. 拽兔子的耳朵_________________5. 清理金鱼缸__________________6. 安静__________________7. 吓唬猫____________________ 8. 梳理狗毛___________________9. 给狗洗淋浴__________________10. 给它保暖__________________(二) 根据句意及中英提示填空。
七年级英语Pets教案
七年级英语Pets教案第一章：课程介绍教学目标：1. 让学生了解并掌握与宠物相关的基本词汇。
2. 培养学生用英语简单介绍宠物的兴趣和习惯。
教学内容：1. 宠物相关词汇：cat, dog, fish, bird, rabbit, turtle, hamster, spider, elephant, tiger。
2. 宠物介绍的句型：This is my pet. Its name is It's a(n) It's from教学步骤：1. 引导学生观察图片，让学生尝试用中文描述图片中的宠物。
2. 教师出示宠物单词卡片，引导学生学习并朗读宠物词汇。
3. 学生分组，每组选择一种宠物，用英语介绍宠物的名称、种类和来源。
4. 学生互相交流，分享自己喜欢的宠物及其原因。
练习与巩固：1. 学生独自完成宠物介绍的句型练习。
2. 学生两人一组，进行宠物介绍的角色扮演。
第二章：宠物种类教学目标：1. 让学生掌握宠物常见的种类。
2. 培养学生用英语描述宠物的种类。
教学内容：1. 宠物种类词汇：dog, cat, fish, bird, rabbit, turtle, hamster, spider, elephant, tiger。
2. 描述宠物种类的句型：My pet is a(n) It belongs to the family.教学步骤：1. 教师出示宠物图片，引导学生用中文说出宠物的种类。
2. 学生学习宠物种类词汇，并朗读。
3. 学生两人一组，用英语描述对方的宠物种类。
4. 学生进行宠物种类介绍的比赛，看哪组介绍得最快最准确。
练习与巩固：1. 学生独立完成描述宠物种类的句型练习。
2. 学生两人一组，进行宠物种类介绍的角色扮演。
第三章：宠物特点教学目标：1. 让学生了解宠物的一般特点。
2. 培养学生用英语描述宠物的特点。
教学内容：1. 宠物特点词汇：big, small, cute, furry, playful, quiet, friendly, aggressive。
七年级英语下册《Unit6Pets》教案
七年级英语下册《Unit6Pets》教案七年级英语下册《Unit6Pets》教案学习目标1．想学生介绍宠物的世界。
2．认知动物名称及其典型特征。
3．掌握下列词汇以及短语：pet，rabbit，feed, bring sb around be more polite swim aroundon one’s lap hold sth in one’s hand feed sb sth teach sb to do sth课前预习一、在班级里做一个小调查，看你的同学喜爱什么样的宠物，并说出喜欢的理由。
（不少于5种不同的宠物）1______________________________________________________________ _2______________________________________________________________ _3______________________________________________________________ _4______________________________________________________________ _5______________________________________________________________ _课堂学习一、中英互译1、照顾，照料 _________________2、教鹦鹉说话 ____________________3、喂兔子胡萝卜_________________4、和狗在公园里玩________________5、睡在膝盖上 __________________6、watch it swim around _______________7、feel soft __________________8、hold sth. in one’s hand _____________9、bring me my lunch _____________10、应该更礼貌_____________________二、根据首字母或所给词的正确形式完成句子1．Millie likes her p________ because it can sing .2．It is dangerous to h_______ a dog in your hands .3．I like my g__________ in my fish tank(缸).4．We o___________ to be more polite to the old .5．I like my r__________ because it has long ears .6．There are two ___________(mouse) in the box.7．Look ! A cat is standing on ___________( Peter) lap.8．I like watch them ____________ ( play) basketball.9．My brother wants ___________ ( teach ) his parrot __________( speak).10.You should __________ (feed ) your parrot water every day三、用所给词的适当形式填空。
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learn about…
need to feed them often eat special fish food
64. 吃特殊的鱼食
65. 这个演讲者的金鱼 66. 和别的金鱼不同 67. 看起来和……有点不同 68. 安静！ 保持安静！ 69. 看起来一样 70. 首先考虑别人
the speaker’s own goldfish
4. 睡在我膝腿间的部位
5. 把它握在我手里 6. 用胡萝卜喂她
7. 教它说话
教某人怎样做某事
8. 所有动物中最聪明的动物 9. 追赶球 10. 玩精彩的把戏 11. 喜欢打架 12. 是我最好的朋友 13. 需要一只兔笼
teach sb. how to do sth.
the cleverest animal of all
bubble 吐泡泡
rhyme 押韵
fit 容纳；适合
might 或许
knock 敲；撞；碰
repeat 重复
pull 拉
brush 刷
frighten 吓唬，使惊恐
形容词(adj.) empty 空的 clean 干净的 代词(pron.) herself 她自己 副词(adv.) wide 张大地，张得很开地
pet 宠物
camp （临时居住的）小屋或帐篷；营地 fight 打仗（架） end 最后，最终
hutch （关兔等小动物的）笼子
edge 边沿，边缘 drawer 抽屉
window 窗台
middle 中间，中央
cardboard 硬纸板 feather 羽毛 fin 鳍
frock （旧）连衣裙，女装 paw （动物的）爪 cage 鸟笼；笼子 tail 尾巴
5. Jack doesn’t like sports. Look, heis running _____________(缓慢地). 6.You ______________ (应该)to be hereearlier next time.
7. Look, thereis a watch on theground. Do you know who is theo______ of it? 8. Don’t f___________ the dog. It may bite you.
27. 蓝绿相间的羽毛
28. 在阳光下看起来是那么漂亮 29. 学着重复我说的话 30. 回家 31. 啄笼子的门 32. 高兴地唱 33. 以一首歌开始这个班会 34. 拉兔子的耳朵
knock on the cagedoor
sing happily start/begin theclass meeting with a song pull the rabbit’s ears
14. 饿
15. 相当懒 16. 大多数时间 17. 发出很大的吵闹声 18. 按门铃 19. 害怕…… 害怕去做…… 20. 务必/确信……
ring the doorbell
be afraid of sb./ sth.; beafraid of doing sth.； be afraid to do sth. make sure(+) that 句子
务必/确信去做……
21. 到处找我 22. 一条黑白相间的尾巴 23. 变累 24. 睡在扶手椅里 25. 把她自己藏在碗橱里 26. 一个非常/相当特别的朋友
make sureto do sth.
look around for me
a black-and-whitetail get tired sleep in thearmchair hide herself in thecupboard a very special friend/ quite a special friend blue-and-green feathers look so beautiful in the sun learn to repeat thewords I say/what I say/ my words go back / return home
52. 发出太多的吵闹声
53. 有足够的吃的 足够的苹果 足够大可以做…… 54. 把她带出去到公园散步
55. 因为/由于……becauseof (+) 短语 因为恶劣的天气 becauseof thebad weather
因为……because(+) 句子 56. 照料鸟的正确的方法 ……因为天气恶劣…becausethe weather is bad
forget doing sth.
46. 想要他们健康
much too (+) 形容词或副词 48. 很长的毛
want them to behealthy
47. 太多的……too much (+) 不可数名词；太多的…… too many (+) 可数名词复数； 实在太……
very long fur
9. It’s polite to listen to the s______________ carefully. 10. Can you hear someonek______________ on thedoor? Ⅱ. 重点词组 7B Unit 6
词组 Bring me my lunch./ Bring my lunch to me.
一. 单项选择 ( ( )1. Will you please ________after the pet for me? A. to look B. look C. looking D. looks )2. —Must I finish thehomework in class? —No, you ________.You ______do it after class. A. may not, must ( ( A. under A. into ( B. needn’t, can B. in B. on C. mustn’t, may C. without C. in D. can’t, must D. across D. until
feed your dog at the table/at mealtime / all by himself for too long
44. 把你的宠物独自留在家很久 leave your pet at home alone
45. 把我的作业忘记在家了
忘记去做…… 忘记做过……
leave my homework at home forget to do sth.
get anew e-dog take good careof…/ look after… well sleep on my lap hold it in my land feed her carrots teach it to speak
1. 给我把中午的饭带来 2. 买只新的电子狗 3. 好好照顾/保管
doorbell 门铃
wing 翅膀，翼
sun 太阳；阳光 fur （动物的）毛
tank （盛液体或气体的）缸、罐 fantail 扇尾金鱼
owner 所有者，拥有者 pea 豌豆
bottom 底，底部
speaker 讲话人
basket 篮子 string 细绳，线 sign 指示牌 shell 甲；壳
think of oneself
think about its lifestyle
describeits appearance what type/ kind of home belong to me/ bemine pull her tail play with somepieces of string worry about sb./ sth.; beworried about sb./ sth.; She worries about me. She worries me. —即我担心她。 lie on the bed (过去式 lay)
lead （牵狗用的）皮带，链子
动词 (v.)
feed 喂；喂养 chase 追赶 catch 捉住；接住；赶上； build 建造，建筑 end 结束
hunt 寻找，搜寻 hide 藏，隐藏 bite 咬
fight vi. 打仗（架）；vt. 与……打仗（架）
trouble 打扰，使烦恼
care 介意ห้องสมุดไป่ตู้在乎
77. 为某人/物担心
她为我担心。 她使我担心。 78. 躺在床上 79. 决定做……
decide to do sth.
80. 给她的狗系上链子/（即牵着狗） keep her dog on a lead
81. 移动得非常慢 82. 朝人叫
move very slowly
bark at people
be different from other goldfish look a little different from…
Be quiet!
Keep quiet! look the same think of others first
想起/考虑自己
71. 考虑它的生活方式 72. 描述它的外表 73. 哪种类型的房子 74. 属于我/是我的 75. 拉她的尾巴 76. 玩线条
49. 我们的整个公寓都可以发现它的毛find its fur all over our flat 50. 整天忙于工作 51. 经常叫/叫得多 be busy at work bark a lot make too much noise have enough to eat; enough apples big enough to do… take her out to the park for a walk / working / with one’s work all day