四川省江油市七年级英语下册《Unit 12 Don’t eat in class 》教案1 人教新目标板.doc

四川省江油市七年级英语下册《Unit 12 Don’t eat in class 》教案1 人教新目标板

If you wish, you can bring in other items and practice more questions and answers. For example, you can hold up items and ask: Can we use a calculator in math class? Can we use a dictionary in English class? Can we wear shoes in gym class?
la This activity introduces the key vocabulary.
Focus attention on the five rules written under "School Rules". Read the list to the class. Then read the list again, using simple explanations or acting out some rules to make clear the meaning of each one. For example, point to your watch: Class starts at 9:00. Don't arrive late for class. 9:05 is late. 9:10 is late. If you come to class at 9:10, you are breaking the rules. 9:00 is not late. Don't
arrive late for class. Repeat. Don't arrive late for class.
Point out the students in the picture and the boxes next to them. Say, Each of these students is breaking one of these rules. Write the number of the rule each student is breaking in the box next to him or her. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the five rules in activity la. Ask a different student to read each rule to the class.
Point to the picture. Ask different students to say the rules that the students are breaking in the picture.
Say, This conversation tells about three students. The students are breaking rules. Point out the direction line and the space after each name. Say, Write the number of the rule next to the name of the student who is breaking that rule.
Play the recording the first time. Students only listen.
Play the recording a second time. As they listen to the recording this time, students fill in the number of the rule after each name.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Student A is from another country. He or she doesn't know the rules of this school. Student B tells him or her the rules from activity la.
As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Ask several pairs to present one or more of their conversations to the class.
Say, Now let's talk about the rules of our school. Student B is from another country. Student A tells him or her about the rules of our school.
Again, move around the room monitoring progress and offering help as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture in activity 2a. Ask students to tell what they are doing. (They're talking.)
Say, Listen to their conversation. They're talking about school rules.
Play the recording the first time. Students only listen.
Say, Now listen again. This time, put a checkmark next to the activities they're talking about. Point out the sample answer.

Play the recording a second time. Students put checkmarks next to the activities they hear.
Correct the answers.
2b This activity provides further listening practice using the target language
Point out the list of can and can't in the chart in activity 2a.
Say, Now listen to the recording again. This time, circle can or can't to show which things Alex and Christina can and can't do at their school. Point out the sample answer for number 1.
Play the recording and have students circle the answers.
Correct the answers.
2c This activity provides guided oral practice using the
target language.
Point out the sample conversation and have a piano students read it to the class.
Say, Now work with a partner. Student A is Alex am student B is Christina. Alex tells Christina about the rules at your school Change roles so that both of you practice both parts.
As students work in pairs, move around the room monitoring progress and offering assistance, if needed.
Ask some pairs to present their conversations to tha class.
3a This activity introduces more key vocabulary.
Call attention to the three pictures. Read the sentences in the speech bubbles, saying blank each time you come to a blank line.
Then point to the three words. Say the words and ask students to repeat each one.
After that, ask students to fill in the blank in each picture with one of the words from the box. As students work, move around the room answering questions as needed.
Check the answers.
3b This activity provides oral practice using the target
language.
Point out the conversation in the speech bubbles and ask two students to read it to the class. Ask students to explain what have to means. (It means something is necessary. It must be done. You have no choice about it.)
Ask several pairs of students to read the conversation to the class.
Say, Now please change some of the words and make your own conversations. Ask and answer questions about the rules of this school. Give true answers.
Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.
Ask some pairs to present their conversations to the class.
4 This game provides oral practice using the target language.
Say, You will write down six rules. What rules can you think of? Remember to use can and have to. Write some responses on the board.
Then say. Work on your own. Write a list of six rules. You can use the ones on the board or other ones we have talked about.
When students have finished writing their lists, have them put their papers in a bag. Without looking, they take another paper from the bag.
Say, Now go around the room. Ask if people can do the things on your list. Find the person who has the list of rules that you wrote. Allow ten minutes for students to find who have their lists.
Ask some students to read their lists to the class. Answer any questions other students have about the lists. You may wish to write some new items on the board so students can learn new words.
Alternatively, if you would prefer not to have your students more around the room, you can ask them to do this activity in groups of four.

Section B

New language
more action words: arrive, bang out, go out, clean, be home

1 This activity introduces more key vocabulary.

Focus attention on the four pictures. Ask students to ell what they see in each picture, using whatever words hey can. If necessary, supply the words or sentences and ask the class to repeat. Say a sentence or two about each picture. What's he doing? He's doing homework. Repeat. He's doing homework. The class repeats.
Point out the list of rules. Say each rule and ask students to repeat. .
Then ask students to match each rule with one of the pictures. Say, Write the letter of each picture on the blank line in front of one of the rules. Point out the sample answer.
Check the answers.

2b This activity provides listening and writing practice using the target language.

Say, This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house 'and each rule that Emily has at her house. Point out, the sample answer.
Play the tape again and have students make check- J marks. You may wish to play the tape more than once at this point.
Correct the answers.

2a This activity provides listening and reading practice using the target language.

Say, Now listen to a conversation between Dave and Emily. Listen carefully to their questions and answers.
Play the tape. Students only listen.
Say, Now number the rules in the order Dave and Emily talk about them. The first rule Emily talks about is Don't go out on school nights. The number 1 is in the blank in front of that rule to show that it is the first rule that Dave and Emily talk about
Play the tape again. This time students write in the numbers 1-4 as Dave and Emily talk about each rule.
Check the answers.

2c This activity provides guided listening and speaking practice using the target language.

Say, Now talk about the rules in your house. What, can and can't you do? What do you have to do? Word with a partner.
As students talk, move around the room, monitoring conversations and offering language support as needed.
Have some pairs of students present their conversations to the class.

3a This activity provides reading practice using the target language.

Call attention to the letter and point out the opening, Dear Dr Know. Explain that this is a letter to a newspaper writer. Zhao Pei is writing to get some advice.
Read the letter to the class or ask a student to do this. Answer any questions students may have.
Ask students to work alone. Have students read the letter and write the numbers 1 through 8 in front of the fences that talk about rules.
Then ask students to write the rules on the blank ones next to the letter.
Correct the answers.

3b This activity provides guided writing practice using the target language.

Call students' attention to the pictures. Ask different .students to explain what the pictures mean.
Point out the sample answer. Say, Now you have to write rules to match the rest of the pictures.
Students do the activity individually. As they work, move around the classroom monitoring progress and offer help as necessary.
Check the answers.
3c This activity provides personalized writing practice using the target language.

Say, Now write a letter to Dr Know. Tell Dr Know about the rules in your house. Remind students that they talked about these rules in activity 2c.
Ask several students to read their letters to the class.

4 This activity provides listening, speaking, reading and writing practice using the target language.

Ask students to make a list of the rules in their houses. Have the students use Zhao Pel's list of rules as a model.
Have some students read their lists to the class. Make language corrections as needed.
Point out the sample question and answer in the speech bubbles. Ask two students to read it to the class.
Ask students to move around the room and ask each other questions. Their job is to find other students who have the same rules.
When student A finds another student with the same rule, student A writes the other student's name next to that rule on his or her list.
You may wish to do a quick check to see which rules are most common.
Alternative: If you would prefer not to have your students move around the room, you can ask them to do this activity in groups of four. They survey the other members of their group to find who has the same rules as they do.