Unit 6 Pets
Part 1: Teaching design
第一部分 教学设计
Teaching goals
● Recognize and use nouns, verbs and adjectives to talk about specific animal features in terms of appearance, characteristics and personality.
● Learn how to both positive and negative imperatives to give instructions, focusing on how to take good care of one’s pets.
● Learn how to use appropriate modal verbs, both positive and negative, to give instructions and to express duty and responsibility.
● Describe pet’s lifestyles, including feeding hobbits, homes, and likes and dislikes.
 
Vocabulary pet, parrot, rabbit, hold ,feed, wide , hunt , hide, catch, fight, doorbell, night, bite, anywhere, empty, feather, wing, cage, tail, herself, brush, tank, fur, pea, shy, basket, slowly
Expressions 1. Bring me my lunch.
2. You should be more polite.
3. I can hold it in my hand.
4. with eyes open wide.
5. He does wonderful tricks.
6. Most of time, she just wants to sleep only lap.
7. Some people are afraid of Eddie.
8. We don’t want to feed her much.
9. My dog is my very best friend.
10. I will always take care of him.
Structures: 1. I like watching it swim around.
2. I want to teach it to speak.
3. He’d never hark or bite.
4. She isn’t any trouble.
5. They don’t care!
6. Any body’s lap will do.
7. My gold fish is a wonderful pet.
8. We don’t have to feed her much.
9. What should I feed it?
10. It’s very important not to feed your pet too much food.

Period 1: Comic +Welcome to the unit
Teaching goals
● To introduce students to the world of pets
● To identify names of animals and typical features
● To understand differences in animal features.
Teaching procedures
Step1 Presenting
I will ask: 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?
Ask some students to talk about animals.
Step 2 Presenting
Show some pictures of a cat, a dog, a rabbit, a gold fish, a mouse, a parrot, and a lion, a tiger.
Use the pictures to talk to students like this.
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.

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.

T: What do you think about the mouse?
S: Oh, it is small and soft. I can hold it in my band. Maybe some people don’t like it, but I think it is smart and lovely.

T: I like goldfish every 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!

T: Girls usually like cats, but one of my friends doesn’t.
S: Why?
T: It often likes to sleep on her lap, so she can’t do anything.
Step 3 Activities
I will ask students to finish Page93 Part A, and then check the answers with the whole class.
I will ask students to finish Page 93 Part B, and then check the answers.
Discussion: If you own a pet, what will you choose? Why? Please discuss this with your partners and make a report about it.
Step 4 Presenting
I will say: Eddie also has a Pet-Hobo. Listen to their conversation and answer the question: Is Hobo a good pet?
Play the tape and ask the students to read after the tape.
Act it out.
Step 5 Doing homework
1. Translation.
2. Do more exercises.
Period 2 Reading I
● To learn about rhyme schemes, stress and inattention of poetry
● To learn new vocabulary used for talking about pets
Teaching procedures
Step1 Presenting
I will tell students: We talked about pets last time. Some of you told me the pets you like. Today, I’ll tell you the pets I like. Can you guess what they are?
2. Let students guess what the teacher’s pet is.
Step 2 Presenting
Do you know why I would like a dog to be my pet? First, dogs are really lovely. Second, they are so clever that they can do lots of wonderful tricks. Third, they can help hunters hunt in the wild. If I have a dog, I’ll tell him not to bite, not to fight and to hide himself when in danger. He will be my very best friend and I will look after him until the end.
Step 3 Practising
1. I will tell the students: Here is a poem about a dog. Please read it and tell me what the dog can do.
2. Listen to the tape and fill in the blanks:
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      (fight).
My dog is my very best friend.
And I’ll look after him until the      (end ).
Step 4 Practising
Ask students to finish P 96 Part C1, and then check the answers.
Play the tape and underline some words.
Step 5 Homework
1. Do more exercises.
2. Read after the tape of the text

Period 3 Reading II
● To read about animal behaviour
● To scan the text for specific information
Teaching procedures
Step 1 Presenting
1. I will show the pictures of gold fish and say: I also like gold fish very much. I know a lot about it. What about you? Would you like to answer some questions?
2. I will talk to students about gold fish.
Does a gold fish chase another fish?
(Yes, maybe she sometimes chases small fish.)
Does a gold fish hide? (Yes, she hides herself when she is playing or when she sees a big fish.)
Does a goldfish bark?  (Of course not.)
Does a goldfish meow?  (No, she doesn’t.)
3. At last, I will say: What a quiet goldfish! She doesn’t bark.  She just bubbles and bubbles. She is not any trouble.
Step 2 Practising
1. I will ask students to repeat after the tape of ‘My Goldfish. ’
2. Read ‘My Goldfish’ again and finish Page 98 Part C2.
3. Read ‘My Goldfish’ again and finish Page95 Part B1.
Step 3 Presenting
1. I will say: We always think cats are lazy, because they like sleeping any time anywhere. Where can you find cats sleeping?
2. I will show the students some pictures of table, chair, top of piano, window-ledge, in the middle, on the edge, open drawer, empty shoe, some body’s lap, a cardboard box, our board.
1. Some exercises
用适当的介、副词填空
1) The cat is easy to take care      (of).
2) Look! A beautiful bird is       the window –ledge. (on)
3) This goldfish looks different       that one.(from).
4) Sandy is listening      a talk     pets.(to, about/on)
5) Don’t Play      your friend on the road, it’s dangerous. (with)
Step 4 Activities
1. Ask students to repeat “cats”.
2. Read again and finish Page 95 B1
3. Ask students to recite “cats”.
Step 5 Doing homework
1. Recite the Poem ‘cats’.
2. Do more exercises.

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