约1470字。

　　Unit 6 Pets
　　阅读课教案（共2课时）
　　The teacher of the first preparing lessons  Subject English The time of the first preparing lessons   The time of preparing lessons together 
　　Teacher  Teaching time  Class  Period 2
　　Teaching content Reading (Part I)
　　Teaching aims l.To learn about rhyme schemes, stress and intonation of poetry
　　2.To learn new vocabulary to talt pets
　　3.To read about animal behaviour
　　Teaching focus  To learn about rhyme schemes, stress and intonation of poetry
　　Difficult points To learn about rhyme schemes, stress and intonation of poetry
　　Teaching tools   Pictures about dogs, cats and goldfish
　　Teaching method  Scene pedagogy and Teaching with humor
　　The Second Period The second preparing lessons Preparing lessons together
　　Teaching procedures Step I   Leading-in
　　1.Tell students
　　We talt 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 the pet that the teacher likes and why the teacher likes it.
　　Step II  Presentation
　　Asdents to study the poems and pictures on page 94. Write the title ‘My Dog’ on the board and also the verb that are used in the poem: ‘chase’, ’catch’, ’hunts’, ’hide’, ’builds’, ‘bark’, ‘bite’, ‘fight’ and ‘look after’. Talt their meanings by showing them some picture about dogs.
　　2   Say
　　Do you know why I would like a dog to be my pet? First dogs are  lovely．They like to chase things so they can play with me outside. Second, they are so clever that they can do lots of wonderful trick . Third，they can help hunters hunt in the wild．If I have a dog，I'll tell him not to bi te, not to fight and
　　to hide himself when in danger．He will be my very best friend and 1 will look after him until the end.
　　Write down the underlined part and teach students to read.
　　1.Read ‘My Dog’ one like at a time and have students repeat after you.
　　2.Asdents to find the adjectives in the poem which tell us about its characteristics, e.g., ‘cleverest’. Worgh 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’).
　　Asdents 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?
　　5.Play the tape and choose the right word to fill in the blanks
　　bite   hunts    tricks   fight   chase   end
　　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)．
　　6  Students complete the exercises in Part C, Page 96. check answers as a whole.
　　7.Play the tape and asdents to follow the tape,asdents to pay attention to ‘all’, ‘hide’, ‘stick’ and ‘friend’
　　8  Play the tape again and look for the rhyming pairs. Then finish the first five exercises in Part B1, Page 95
　　Step III  Presentation
　　1.Present students the picture of goldfish, say
　　I also like goldfish very much. I know a lot about it．What about you? Would you like to answer some questions?
　　2  Discuss with students
　　Does a goldfish chase another fish?(Yes, maybe she sometimes chases small fish.)
　　Does a goldfish 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 fight?(Yes，I think she may fight for food．)
　　Does a goldfish bite?(Sure．)
　　Does a goldfish need a bed?(No，she doesn’t.)