Unit 12新目标英语七下教案

人教版七年级英语下册unit12优秀教案全文共3篇示例，供读者参考篇1Unit 12 of the People's Education Edition Grade Seven English textbook covers the topic of art and creativity. In this unit, students will learn about different forms of art, discuss their favorite types of art, and participate in various creative activities to express themselves.To make the most of this unit, here is an excellent lesson plan that teachers can follow:Lesson 1: Introduction to ArtObjective: To introduce students to the concept of art and its different forms.Activities:1. Show examples of different types of art such as paintings, sculptures, and music.2. Brainstorm with students about what art means to them and what forms of art they enjoy.3. Discuss the importance of art in society and how it can bea form of self-expression.Lesson 2: Famous ArtistsObjective: To learn about famous artists and their works.Activities:1. Introduce students to well-known artists such as Leonardo da Vinci, Vincent van Gogh, and Pablo Picasso.2. Show pictures of their famous works and discuss the style and themes of their art.3. Have students choose a favorite artist and create a poster about their life and works.Lesson 3: Creating ArtObjective: To engage students in creative activities to express themselves.Activities:1. Provide art supplies such as paints, crayons, and paper for students to use.2. Encourage students to create their own artwork inspired by the styles of famous artists or their own imagination.3. Have a mini art exhibition in the classroom to showcase students' works.Lesson 4: Reflecting on ArtObjective: To reflect on the role of art in our lives and society.Activities:1. Have a class discussion about how art can inspire, entertain, and provoke emotions.2. Ask students to write a reflection on what art means to them and how they can incorporate more art into their lives.3. Watch a short video about the impact of art on society and discuss its importance.By following this lesson plan, teachers can effectively cover the content of Unit 12 and engage students in meaningful discussions and activities related to art and creativity. This will not only help students improve their English skills but also develop their appreciation for art and the creative process.篇2Unit 12 of the People's Education Press seventh grade English textbook is focused on the theme of "Life in the future".In this unit, students will learn how to talk about their future plans, aspirations, and predictions. Here is an excellent lesson plan for teaching Unit 12 of the textbook:Lesson Plan:Title: Life in the futureGrade: 7Unit: 12 (People's Education Press)Theme: Future plans, aspirations, and predictionsDuration: 2 lessons (90 minutes each)Objectives:- Students will be able to talk about their future plans using the simple future tense.- Students will be able to express their aspirations for the future.- Students will be able to make predictions about the future using future tense modal verbs.- Students will be able to write a short paragraph describing their future plans.Warm-up (15 minutes):- Begin the lesson by asking students to brainstorm and discuss what they think life will be like in the future. Encourage them to think about technology, education, careers, and daily life.- Play a short video or show pictures of futuristic inventions and ask students to describe what they see.Presentation (30 minutes):- Introduce the simple future tense to students and explain its formation (will + base verb).- Give examples of how to talk about future plans using the simple future tense.- Practice with students by asking them to talk about their own future plans using the simple future tense.- Introduce future tense modal verbs (will, might, may) for making predictions about the future.- Give examples of how to make predictions using future tense modal verbs.Practice (30 minutes):- Divide students into pairs and ask them to discuss and write down their future plans using the simple future tense.- Monitor and provide assistance as needed.- Ask some pairs to share their plans with the class.Production (15 minutes):- Ask students to write a short paragraph (5-7 sentences) describing their future plans using the simple future tense.- Provide a writing prompt to help guide students in their writing.- Allow students to share their paragraphs with the class.Review and Assessment (15 minutes):- Review key concepts and vocabulary from the lesson.- Ask students to complete a short quiz or worksheet to assess their understanding of the simple future tense and future tense modal verbs.- Provide feedback and address any misconceptions.Homework:- Assign students to write a diary entry about a day in their future life using the simple future tense.By following this lesson plan, students will be able to effectively communicate their future plans, aspirations, andpredictions in English. This lesson plan incorporates various activities to engage students and reinforce key language concepts related to the theme of "Life in the future" in Unit 12 of the People's Education Press seventh grade English textbook.篇3Unit 12: You’re supposed to shake handsTeaching Objectives:1. Students will be able to understand the cultural differences in greetings between different countries.2. Students will be able to use the target language for greetings appropriately.3. Students will be able to reflect on the importance of cultural understanding and respect.Teaching Procedures:Step 1: Warm-up (10 minutes)- Begin the class by showing a video clip of people from different cultures greeting each other. Ask the students to share their thoughts on the various greetings they saw.- Discuss the importance of greetings in different cultures and how they can vary from country to country.Step 2: Presentation (15 minutes)- Introduce the target language for greetings and practice pronunciation with the students.- Show a slideshow or video presentation of common greetings in different countries, emphasizing the cultural significance of each greeting.- Have students take notes on the different greetings and their cultural meanings.Step 3: Practice (20 minutes)- Divide the class into pairs or small groups and have them practice the target language greetings with each other.- Encourage students to think about the appropriate greetings for different situations (formal vs. informal, meeting strangers vs. meeting friends).- Monitor and provide feedback as needed.Step 4: Cultural Understanding (15 minutes)- Engage the students in a discussion about the importance of cultural understanding and respect when greeting others.- Ask students to reflect on a time when they may have misunderstood a greeting in a different culture and how they could have handled the situation better.- Encourage students to think about ways they can show respect for other cultures in their daily lives.Step 5: Review and Assessment (10 minutes)- Review the target language greetings with the whole class and assess student understanding through a quick quiz or game.- Encourage students to continue practicing their greetings outside of the classroom and to explore more about different cultures and their greetings.Homework:- Ask students to research a different culture and its traditional greetings, and to write a short reflection on what they learned.By following this detailed lesson plan, students will not only learn the target language for greetings but also gain a deeperunderstanding of the importance of cultural awareness and respect.。

新目标七年级英语下册Unit12:教案The First periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey V ocabulary:in class, rule, hallway, classroom, Mrs., flight School RulesDon't arrive late for class.Don't run in the hallway.Don't cat in the classrooms.Don't listen to music in the classrooms.Don't flight.Target language:What are the rules?Well, we can't arrive late for class.2.Ability objectsTrain students' listening and speaking skills.3.Moral ObjectAs students, we must obey school rules.Ⅱ.Teaching Key pointsThe school rules and the target language.Ⅲ.Teaching DifficultiesLearn to talk about the school rules.Train students' listening and speaking skills.Ⅳ.Teaching MethodsScene teaching method.Listening and oral practicing methods.Ⅴ.Teaching AidsPictures.A projector.A tape recorder.Ⅵ.Teaching ProceduresStep ⅠRevisionReview some key words and language points learned in Unit 11 brieflyStep Ⅱ 1aFocus attention on the five rules written under "School Rules". Read the list to the class. Then rea d the list again, using simple explanations or acting out some rules to make clear the meaning of e ach one. For example, point to your watch: Class starts at 9:00. Don't arrive late for class. 9:05 is l ate. 9:10 is late. If you come to class at 9:10, you are breaking the rules. 9:00 is not late. Don't arri ve 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 brea king one of these rules. Write the number of the rule each student is breaking in the box next to hi m or her. Point out the sample answer.Check the answers.(This activity introduces the key vocabulary.)Step Ⅲ 1bPoint to the five rules in activity la. Ask a different tudent to read each rule to the class.Point to the picture. Ask different students to say the ules that the students are breaking in the pict ure.Say, This conversation tells about three students. The students are breaking rules. Point out the dir ection line and the space after each name. Say, Write the number of the rule next to the name of th e 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 numb er of the rule after each name.Correct the answers.(This activity gives students practice in understanding the target language in spoken conversation.)Step Ⅳ 1cPoint 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 s upport 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.(This activity provides guided oral practice using the target language.)Step Ⅴ SummaryIn this class we 've mainly learned to talk about school rules. As students, we must obey school rul es.Step Ⅵ HomeworkWrite down the rules in activity 1a without looking at books.Ⅶ. Post scriptUnit12 Don’t eat in class.The Second periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey Vocabulary:outside, cafeteria, have toTarget language:A: What are the rules at your school?B: Don't run in the hallways and don't arrive late for school.2.Ability objectsTrain students' listening and speaking skills.3.Moral ObjectDo what you can and don't do what you can't either at school or aomewhere elseⅡ.Teaching Key pointsLearn to talk about rules using the target language.Ⅲ.Teaching DifficultiesThe target language.Train students' listening and speaking skills.Ⅳ.Teaching MethodsListening and oral practicing methods.Teaching by explanation.Ⅴ.Teaching AidsPictures.A projector.A tape recorder.Ⅵ.Teaching ProceduresStep ⅠRevisionShow the same pictures as in activity 1a on the screen by a projector to talk about school rules.Step Ⅱ 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.Step Ⅲ 2bPoint 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.(This activity provides further listening practice using the target language.)Step Ⅳ 2cPoint out the sample conversation and have a pairo students read it to the class.Say, Now work with a partner. Student A is Alex am student B is Christina. Alex tells Christina ab out 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 n eeded.Ask some pairs to present their conversations to the class.(This activity provides guided oral practice using the target language.)Step Ⅴ SummaryIn this class we do more listening and oral practice talking about what you can or can't do at schoo l.Step Ⅵ HomeworkCopy and recite the questions and answers in the grammar box.Ⅶ. Post scriptUnit 12 Don’t eat in class.The Third periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey V ocabulary:sneakers, gymtarget language:John, you have to wear sports shoes for gym class.At school, we have to clean the classroom.2.Ability objectsTrain students' ability to use words in contest.Train students' speaking skill.3.Moral ObjectIt's a little difficult to learn to use the words "have to" and "can". You need much practice. Ⅱ.Teaching Key pointsThe target language.The usage of the words “have to” and “can”.Ⅲ.Teaching DifficultiesThe target language.The usage of the words “have to” and “can”.Ⅳ.Teaching MethodsTeaching by pictures.Oral practicing method.Ⅴ.Teaching AidsPictures.A projector.Ⅵ.Teaching ProceduresStep ⅠRevisionReview what students have learned in previous classes.Step Ⅱ 3aCall attention to the three pictures. Read the sentences in the speech bubbles, saying blank each ti me 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 s tudents work, move around the room answering questions as needed.Check the answers.(This activity introduces more key vocabulary.)Step Ⅲ 3bPoint out the conversation in the speech bubbles and ask two students to read it to the class. Ask st udents to explain what have to means. (It means something is necessary. It must be done. You hav e 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 qu estions about the rules of this school. Give true answers.Ask pairs of students to make up their own conversations. Move around the room offering languag e support as needed.Ask some pairs to present their conversations to the class.(This activity provides oral practice using the target language.)Step Ⅳ 4Say, 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 o nes we have talked about.When students have finished writing their lists, have them put their papers in a bag. Without looki ng, 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 h as 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 t he 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 th em to do this activity in groups of four.(This game provides oral practice using the target language.)Step Ⅴ SummaryGet students to read the target language on the blackboard again. Underline the words “have to w ear”, “have to clean”, “don’t have to wear”. Explain to students how to use the words correctly.Step Ⅵ HomeworkCopy and write down all the target language learned in this class without looking at the books. Ⅶ. Post scriptUnit 12 Don’t eat in class.The Fourth periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsTarget language:Don’t watch TV after school.Don’t go out on school nights.Do your homework after school.2.Ability objectsTrain students’ listening skill.Grasp the imperatives.3.Moral ObjectYou may have many rules at home.Maybe you don’t like some of them. Maybe you think your parents are too strict with you . In fact, parents do love you.Ⅱ.Teaching Key pointsThe target language.The imperatives.Ⅲ.Teaching DifficultiesThe target language.The imperatives.Train students’ listening skill.Ⅳ.Teaching MethodsListening method.Pairwork.Ⅴ.Teaching AidsA tape recorder.A projector.Ⅵ.Teaching ProceduresStep ⅠRevisionStudents talk about school or home rules using “can’t”, “can’t”, “have to” and “don’t have to”.Step Ⅱ 1Focus attention on the four pictures. Ask students to ell what they see in each picture, using whate ver words hey can. If necessary, supply the words or sentences and ask the class to repeat. Say a se ntence or two about each picture. What's he doing? He's doing homework. Repeat. He's doing ho mework. 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 bla nk line in front of one of the rules. Point out the sample answer.Check the answers.(This activity introduces more key vocabulary.)Step Ⅲ 2aSay, This time, please put a checkmark under Emily or Dave after each rule that Dave has at his ho use '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 th an once at this point.Correct the answers.(This activity provides listening and writing practice using the target language.)Step Ⅳ 2bSay, 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 t hat 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 eac h rule.Check the answers.(This activity provides listening and reading practice using the target language.)Step Ⅴ 2cSay, 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.(This activity provides guided listening and speaking practice using the target language.)Step Ⅵ SummaryIn this class we’ve mainly talked about home rules. No matter how you like or don’t like these rules, you must understand and respect your parents.Step Ⅶ HomeworkMake up some imperative sentences.Ⅶ. Post scriptUnit 12 Don’t eat in class.The Fifth periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey V ocabulary:Dr, by, wash, No talking.Talking about family rules.2.Ability objectsTrain students’ reading and writing skills.3.Moral ObjectEveryone has family rules. If you think some of them are unfair, talk with you parents. They wil l understand you.Ⅱ.Teaching Key pointsThe letter, the list of family rules and the signs in activities 3a and 3b.Ⅲ.Teaching DifficultiesTrain students’ reading and writing skills.Ⅳ.Teaching MethodsReading and writing methods.Ⅴ.Teaching AidsThe blackboard.A projector.Ⅵ.Teaching ProceduresStep Ⅰ RevisionAsk some students to say their sentences to the class.Step Ⅱ 3aCall 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 fro nt of the sentences that talk about rules. Then ask students to write the rules on the blank next to th e letter.Correct the answers.(This activity provides reading practice using the target language.)Step Ⅲ 3bCall 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 progre ss and offer help as necessary.Check the answers.(This activity provides guided writing practice using the target language.)Step Ⅳ 3cSay, Now write a letter to Dr Know. Tell Dr Know about the rules in your house. Remind studentsthat they talked about these rules in activity 2c.Ask several students to read their letters to the class.(This activity provides personalized writing practice using the target language.)Step Ⅴ 4Ask students to make a list of the rules in their houses. Have the students use Zhao Pel's list of rul es 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 stud ents 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 the m to do this activity in groups of four. They survey the other members of their group to find who h as the same rules as they do.(This activity provides listening, speaking, reading and writing practice using the target language.)Step Ⅵ SummaryIn this class we’ve done much reading and writing practice talking about family rules.Step Ⅶ HomeworkAfter class, write a letter to your parents to let them know what you think of the rules.Ⅶ. Post scriptUnit 12 Don’t eat in class.The Sixth periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsReview all the key words in this unit.Make a list of family rules and write a letter to Dr. Know.2.Ability objectsTrain students’ writing skill.3.Moral ObjectPlease wear a helmet while riding. Otherwise, It’s dangerous.Ⅱ.Teaching Key pointsReview all the words in this unit.Make a list of family rules and write a letter to Dr. Know.Ⅲ.Teaching DifficultiesMake a list of family rules and write a letter to Dr. Know.Ⅳ.Teaching MethodsWriting method.Asking and answering method.Ⅴ.Teaching AidsPrinted papers.A projector.Ⅵ.Teaching ProceduresStep Ⅰ RevisionInvite a few students to read their letters to parents to the class.Step Ⅱ 1Ask students to check all the words they know.Get students to find out the meanings of the words they don’t know by reviewing the lessons, asking the teacher, asking classmates or looking up in a dictionar y.(This activity provides a comprehensive review of all key vocabularies presented in this unit.)Step Ⅲ 2Ask students to write five new words in their Vocab-builder. Then ask them to exchange their boo ks with a partner to share the words with each other. At the same time, invite a student to write his or hers on the blackboard to share them with the whole class.Tell students to read their words aloud to try to memorize them.(This activity helps students to build vocabulary.)Step Ⅳ 3Draw students’ attention to the pictures. Say, These pictures show that what the Fraser family mu st or mustn’t do. Look at picture 1. It shows that they mustn’t talk loudly. So we write “Don’t talk loudly.” in the box. Please look at the other pictures carefully and write the rules down in th e box.Have students write the rules on their own.Check the answers.Step Ⅴ Just for fun!Let all the students read the conversation in the cartoon pictures.Ask, Why is the cartoon funny? Help students to say, The helmet is too large.Step Ⅵ SummaryIn this class we’ve reviewed the key words presented in this unit and talked more about the family rules. In the end we’ve also practiced writing a letter. This is useful for us to improve our writing skill.Step Ⅶ HomeworkReview all the words and language points learned in this unit.Prepare for the final-term examination. Ⅶ. Post script。

新目标英语七年级下册Unit 12教案Unit 12 Don’t eat in class!Language goals:l In this unit students learn to talk about rules.New languages: Don’t eat in class!l Can you wear hats in school?l Do you have to wear a uniform at school?l What do you have to do …?l No talking!Difficult points:l Learn to talk about rulesl What are the rules in your school / class?l Don’t eat in class.l Listen carefully in class.l We have to wear uniforms in school.l We can’t run in the hallways.l 语法项目：祈使句、情态动词can和have to的用法。

Teaching aids: a tape recorder some picturesPeriod 1Step 1 Free talkHave a free talk with the students. Talk about “Can we eat in class?” The talk may be like this:A: Can we eat in class?B: No, we can’t. We can’t eat in classA: Can we run in the hallways? (in the hallways.)B: No, we can’t. We can’t runA: So, don’t run in the hallways.A: Can we listen to music in the classrooms or the hallways?B: No, we can’t. We can’t listen to music in the classrooms or the hallways.A: So, don’t listen to music in the classrooms or the hallways.Step 2 PresentationShow Ss a picture of a woman teacher and some pictures of Ss who are breaking school rules. Are they good students? What rules are these students breaking?Step 3 MatchFinish 1a.Step 4 ListeningFinish 1b.First let Ss guess what rule Peter/ Selina/Nick is breaking ?1. Don’t arrive late for class.2. Don’t run in the hallways.3. Don’t eat in the classroom.4. Don’t listen to music in the classrooms or the hallways.5. Don’t fight.What rules are Peter, Nick and Selina breaking?Step 5 PresentationTake out an apple. Have a talk with the students like this:T: Can I eat an apple in class now?Ss: No, you can’t.T: Can you eat apples in class now?Ss: No, we can’t.Repeat it with a cigarette.Step 6 PracticeShow Ss some pictures, then let Ss talk about them with “Can you/ we …?”S1: Can we arrive late for class?S2: No, we can’t. We can’t arrive late for class.Let the students practice in pairs. Try to act it out in front of the class.Step 7 ListeningFinish 2a and 2b. Check the activities Alex and Cindy talkListen again. Can Alex and Cindy do these activities? Circle “can” or “can’t”.Step 8 CompetitionHave a competition between boys and girls, let them say as many school rules as they can. Have a talk like this:T: There are many school rules in our school. What rules are they? Can you name any of them?S1:Don’t eat in class.S2: We can’t fight. …Practiced in pairs.Step 9. Homework: Finish off the exercise.Period 2Step 1 Warm-upWatch a segment of 《逃学威龙》and see what rules they are breaking ?Step 2 PresentationShow a picture of a girl who wants to have a gym class.T: Can we have a gym class like the girl?Ss: …T: Do we have to wear sports shoes in gym classes?Ss: Yes, we do. We have to wear sports shoes in gymPair work. Practice in pairs like this:“Do we / you have to …?”What else do you have to do at school?We have to wear sports shoes for gym class..What else does he have to do at school?He has to wear uniform.Step 3 Practice1. First finish 3a2. Show Ss some school rules, then let them practice “Do we / you have to …?”School rules:1. Keep tidy and clean.2. Get to school before 7:20.3. Be polite.4. Respect each other.Step 4 Survey1. Tick the things they have to do at school first, then makea report.Finish homework on time ( )Help each other ( )Clean the classroom ( )Wear a uniform every day ( )Obey all school rules ( )Study hard ( )Be polite ( )……2. Make a report: At school, my friends have to …Period 3Step 1 Free talkTalk with Ss about the house rules on weekdays and weekends.T: Can you watch TV on school nights?S1: No, we can’t.T: Do you have to clean your own clothes?S2: Yes, I do.S3: …Step 2 Group workWork in groups, fill in the table.Do you have to get up at 6:00?Can you watch TV on weekdays? Do you have to wash your clothes? Can you go out on school nights? Do you have to clean your bedroom?Do you have to be home at 5:00?Can you play computer games?Check the answers together.Report: In my group, Jim has to get up at 6:00. …Step 3 Listen and readListen and number [1-4] rules in the order you hear them.Listen again.What rules do Dave and Emily have? Put checks under “Emily” or “Dave”.___ ____ Don’t watch TV after school___ ___ Don’t go out on school nights___ ____ Do your homework after school.___ ____ Practice your guitar every day.Making some rulesZhao Pei’s Rulesget up at 6 o’clockcan’t meet her friends after schoolhas to do her home work after schoolcan’t watch TV on school nightshas to be in bed by ten o’clockhas to clean her room and wash her clothes on weekendshas to help her mom make dinner has to learn the pianohas to help her mom make dinnerStep 4 Read and writeFinish 3a: Write down Zhao Pei’s house rules. Talk about your rules.Amy: Hello, Ian.Ian: Hi, Amy. What are your rules?Amy: Well, I can’t watch TV in the evening. And I can’t go out on school nights. Then I have to do my homework every night. What about you?Ian: I can’t play football at noon. I have to have a good rest at noon. And I can’t watch TV in the evening and I have to do my homework every night. Then I have to practice guitar every day.Make a report about their friends.Step5 WritingFinish 3b.Ask them to work in groups of four and make rules for the library. Choose the best group.Make the rules for the public placesDiscuss about the rules for the public places and make the rules.Step6 Exercise1. Let Ss work in pairs, talk about their house rules on weekdays and weekends.2. Get Ss to make a report about their friends.Period 4Step 1 : Warm-upGive Ss a chant. Chant with the students together.Can you eat in class? Can you eat in class?No, we can’t. No, we can’t.Can you fight at school? Can you fight at school?No, we can’t. No, we can’t.Step 2 CompetitionHave a competition between boys and girls, let them ask and answer questions about different rules.Boy 1 : Do we have to wear uniforms at school ?Girl 1 : Yes, we do. Can we run in the classroom?Boy 2 : No, we can’t. …Step 3 : Make a reportAfter competition, get them to choose one of the rules and make a report about it in groups of four.Step 4 DiscussionDiscuss the following questions in groups:1. Who made so many rules for you?2. Why did they make them?3. What do you think of them?4. Can you make better rules that everybody likes?Discuss the questions with the students, and then check the answers together.Step 5 Group work1. Work in groups of four and give some suggestions to parents or teachers, for example, “No smoking, dad.”Dear parents,It isn’t fair. We have too many rules at home. We wantfreedom. Freedom! Freedom! Now, here are the rules for you:1. No smoking in the living room.2. ___________________________________________________ ___________3. ___________________________________________________ ___________4. ___________________________________________________ ___________5. ___________________________________________________ ___________Kids2. Write a letter to them in a good way to make them accept the suggestions.Dear parents,We know you love us, though we sometimes have different opinions. You just want us to be good. But now we grow up and hope to do things in our way. We should respect each other. Would you like to have a look at the suggestions?1. Please don’t smoke in the house.2. ___________________________________________________ ___________3. ___________________________________________________ ___________4. ___________________________________________________ ___________5. ___________________________________________________ ___________Love,kidsStep 6 HomeworkHelp Zhao Pei give some suggestions to her parents.2. Write 3-5 rules for the library/computer room/your family, please!教后反思：本单元是让学生学会谈论一些规章制度，比如说：--Can we eat in school? – We can eat in the cafeteria, but we can’t eat in the classrooms./ --Can students wear hats inschool? –Yes, we can. ?No, we can’t. 重在对学生进行思想教育，让学生弄明白在什么地方该干什么，不该干什么。

七年级英语下册Unit12英文教案(新人教版)Unit 12 You ’re supposed to shake hands.Part 1: Teaching design (第一部分：教学设计)Structures: Supposed to ＋ infinitiveTarget language: How was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…Learning strategies: Comparing, Listening for key wordsSection AGoals●To learn to use the structure Supposed to ＋ infinitive●To listen and talk about what people are supposed to doProceduresWarming up by learning about the structure Supposed to ＋ infinitiveTurn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used?What are you supposed to do when you meet someone?You’re supposed to kiss.You’re not supposed to shake hands. When were you supposed to arrive? I was supposed to arrive at 7:00.You should have asked what you were supposed to wear.1a Looking, listening and matchingHello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.TapescriptBoy1: What are people supposed to do when they meet in your country, Celia?Girl1: Well, do you mean when friends meet for the first time?Boy1: Yeah.Girl1: Well, in Brazil, friends kiss.Boy1: What about in Mexico, Rodriguez?Boy2: In Mexico we shake hands.Boy3: We bow.Girl2: And in Korea we also bow.Boy1: Well, I guess in most Western countries we shake hands.1b Listening and checkingYou are supposed to listen for a second time to check your answers in 1a.CountriesCustoms 1. c Brazila. bowb. shake handsc. kiss2. b the United States3. a Japan4. b Mexico5. a KoreaNow you can turn to page 135 to read the tapescript. Whilereadingcircle the connectives and underline the expressions.1c Doing pairworkWhat do people do when they meet for the first time? Now inpairs telleach other what you know about meeting for the first time. You are sopposed to use the Supposed to＋infinitive structure, OK?A: What are people in Korea supposed to do when they meet for the first time?B: They’re supposed to bow.A: What are people in the United States supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in China supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in Mexico supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in Brazil supposed to do when they meet for the first time?B: They’re supposed to kiss.A: What are people in your city supposed to do when they meet for the first time?B: They’re supposed to wave their hands.2a Listening and checkingMaria, an exchange student from India, went to her AmericanFriend Dan’s place an d had dinner there. Now listen to the tapefor the mistakes Maria made there.TapescriptBoy: Hi, Maria. How was Paul’s party?Girl: Oh, Dan, it was a disaster.Boy: It was?Girl: Uh-huh.Boy: What happened?Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.Boy: Oh, so you were late.Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later!Boy: I see.Girl: Then when I met Paul’s mom, I kissed her.Boy: And you were supposed to shake hands instead.Girl: That’s right. AND I wore a fancy dress.Boy: What’s wrong with that?Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans.Boy: I guess you should have asked what you were supposed to wear.Now you may check√the mistakes by Maria on page 95.Maria’s mistakes√Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes2b Listening and fillingTo fill in the blanks on page 95 you are supposed to listen to thetape one more time.TapescriptMariA: I was supposed to arrive at 7:00 but I arrived at 8:00.MariA:In my country it’s different. When you’re invited for 7:00, you’re supposed to come later.Dan:Boy: And you were supposed to shake hands instead.MariA: That’s right. And I wore a fancy dress.Dan: I guess you should have asked what you were supposed to wear.Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.Li Hong: I was supposed to get up at 7:00 but I got up at 8:00.Li Hong: In my home it’s different. When you’re asked to getup at 7:00, you’re supposed to get up later.Wang Bin: And you were supposed to do the morning exerciseinstead.Li Hong: That’s right. And I took my school backpack.Wang Bin: I guess you should have asked what you were supposed to take.2c Doing pairworkYou are supposed to role play the conversation between Mariaand Dan. And you are supposed to use the information fromactivities 2a and 2b.A:How was the dinner at Paul’s house last nigh t?B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.A:Why was that? Why didn’t you arrive earlier?B: But in my country it’s different.A: What is the difference?B: When you’re invited for 7:00, you’re supposed to come later!A:So you didn’t arrive at 7:00..B: When I met Paul’s mom, I kissed her.A: But you were supposed to shake hands instead. We don’t kiss eachother when we are only friends.B:But I didn’t know that then.A: What did you wear?B: I wore a fancy dress.A: What’s wrong with that?B: It was a barbecue, you know. Everyone else was wearing a T-shirtand jeans.A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.3a Reading and fillingOn page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.Teresa LopezFrom Cali, Colombia Marc LeBlancFrom Lausanne, SwizerlandWhere I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visi t a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.And now you are supposed to fill in the chart.Attitude about…Colombia SwitzerlandBeing on time Pretty relaxed about time very important to be on timeVisiting a friend’s house Often just drop by friends’house never visit a friend’s house without calling firstMaking plans with friends Don’t usually have to makeplans to meet friends usually plan to do something interesting, or go somewhere together3b Doing pairworkNext you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.A: What kinds of rules do they have in Colombia?B: Well, they have pretty relaxed rules.A: Like what?B:Well, it’s ok if you’re not on time.A: Could you give me an example?B:Sure. If they tell a friend they’re going to his or her house fordinner, it’s okay if they arrive a bit late.A:Do they often visit friends’ house?B:Yes, they do. It is very important to them. They often just drop by their friends’ homes.A: Do they have to make plans to do that?B:They don’t usually have to make plans to meet their friends. Often they just wal k around thetown center, seeing as many of our friends as we they！B: What kinds of rules do they have in Switzerland?A:It’s very important for them to be on time.B:Because they’re the land of watches?A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00.B: If you are even fifteen minutes late, may your friend get angry?A: Yes, they do.B:Do they often visit a friend’s house?A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.4 Doing pairworkAn exchange student from England is coming to your school forclasses. You are supposed to fill in the chart below on page 96with things he is supposed to do inside and outside theclassroom.Items You are supposed to …Greeting teachers Say, “Good morning” in the morningDoing homework At home or in school after classPhoning someone Say, “Ni Hao, I’m …”Visiting someone’s place Call first, and knock at the doorMaking plans with friends Discuss the plan, call to make changes Being on time Always on time or little earlierGiving gifts Festival gifts being necessary……Now you are supposed to role play a conversation based on thechart you just filled in.A conversation between you and an exchange student from BritainA: How do you do?B: How do you do? Are you a new exchange student?A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?B: Sure. To g reet the teachers you say, “Good morning” in the morning, “Good afternoon” in the afternoon.A:And “Good evening” in the evening. That’s the same as we do inBritain.B: For homework you may do it at home or in school, but always afterclass.A: Can I do it at class?B:No, you can’t, because you have lots to do then.A: What do I have to do at class?B: You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,and to read Learning English!A: Learning English? Am I have to learn English here?B:Yes, you have to learn English, too. If you don’t, you will fail the English exams.A: But I am a native speaker of English!B: But you are poor at English grammar! There are lots of grammar items in the English exam. A: But I can listen, speak, read and write in English. Is that not enough?B:I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.A: All right. I agree to take all those exams in English, and on grammar.B:And to phone someone you say say, “Ni Hao, I’m …”A:“Ni Hao, I’m …”B: Right. You are learning fast. You are smart.A:What about visiting someone’s place?B: Call first, and knock at the door.A: What should I do to make plans with friends?B: Discuss the plan with them. Call to make changes before it is too late.A: Do I have to be on time?B:It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves.A:That’s also the same as we do back at Britain.A: And giving gifts? I hear that you give many gifts on many occasions.B:Yes, we do. But you can’t give gifts to the teachers in orderto pass the exams, and the English grammar exams!Closing down by competingTo end this English class you are supposed to take acompetition. You are supposed to say as many sentences withthe Structure: Supposed to＋infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.Section BGoals●To listen and talk about table manners●To read about life as an exchange studentProceduresWarming up reading aloud to the tapeHello, it’s nice to meet you on this cool lovely morning! To begin with,listen and read loud to the recording of the text on page 96. But try notto look at the text while listening and reading it aloud.1 taking a quizOn page 97 is a chart with 5 sentences. Read them and circle T for true and F for false.Mind your manners! True orfalse?1. In the United States, you’re not supposed to eat withTyour hands.2. In Peru, you’re not supposed to talk at the table. F3. In China, you’re not supposed to pick up your bowl ofTrice.4. In Korea, the youngest person is supposed to start F2a Listening and numbering2b Listening and matchingFinally you are supposed to read the tapescript carefully. While you are reading you are supposedto underline all the expressions, blacken all the connectives and all examples of the Supposed to＋infinitive Structure.2c Doing pairworknever gain weight.A: Wonderful. I eat a lot. I like to eat nice things and keep slim at the sametime.B: Come to Korea then.A: Is Korean food chiefly made of vegetables?B: Yes, it is. Seasonings include garlic, red peppers, scallions, soy sauce, fermented bean paste, ginger and sesame oil.A: Who eat first, the old or the young?B: Of course, the oldest eat first. They are respected most in our country.…3a Reading and answeringTurn to page 98 and read the e-mail message to answer the questions followed.Subject: Table Manners！From: Wang KunDear Lindsay,Thanks for your message. Yes, I’m having a great time on my exchange program in France. It’s even better than I thought it would be. I was a bit nervous before I arrived here, but there was no reason to be. My host family is really nice. They go out of their way to make me feel at home. And you wouldn’t believe how quickly my French has improved！I’m very comfortable speaking French now. Although I still make lots of mistakes, it doesn’t bother me like it used to. My biggest challenge is learning how to behave at the dinner table. As you can imagine, things are really different from the way they are at home. For example, you’re not supposed to put your bread on your plate. You are supposed to put it on the table！I thought that was pretty strange at first, but now I’m used to it. You’re not supposed to eat anything with your hands except bread, not even fruit！（You have to cut it up and eat it with a fork.）Another thing is that it is very rude to put your hands in your lap. You should always keep your hands, but not your elbows, on the table. I have to say, I find it difficult to remember everything, but I’m gradually getting used to things, and don’t find them so strange any more. I’ll write soon and tell you more about life in France. Hope you’re having a good school year.Wang KunNow as you have finished reading the message, you are supposed to answer the five questions as follows:1.Why was Wang Kun nervous before she arrived in France? →Because she had no idea of thelife in France.2.Why did she have no reason to be nervous? →Because her host family is really nice. Theygo out their way to make her feel at home.3.What differences have occurred in her French? →Her French has improved great ly. She’svery comfortable speaking French now.4.What does she find surprising? →You’re not supposed to put your bread on your plate. Youare supposed to put it on the table！5.What is one particular challenge she is facing? →Her biggest challenge is learning how tobehave at the dinner table.3b Writing an e-mail messageImagine you are Steve, an exchange student studying in Japan. You are to email your friends about the table manners in Japan.Subject: Table Manners！From: SteveHere are some things that you need to know about table manners when you visit Japan. First of all, you should remember:Blowing your nose in public, and especially at the table, is considered bad manner.It is considered good manner to empty your dishes to the last grain of rice.Talking about toilet related and similarly disappetizing topics during or before a meal is not appreciated by most people.Unlike in some other parts of East Asia, it is considered bad manner to burp.After finishing eating, try to place all your dishes in the same way as they were at the start of the meal. This includes replacing the lid of dishes which came with a lid and replacing your chopsticks on the chopstick holder or into their paper slip, if applicable.3c Writing about table manners in ChinaSubject: Table Manners！From: YanfeiOf course, the main difference on the Chinese dinner table is chopsticksinstead of knife and fork, but that’s only superficial. Besides, in decentrestaurants, you can always ask for a pair of knife and fork, if you find thechopsticks not helpful enough. The real difference is that in the West, youhave your own plate of food, while in China the dishes are placed on the table and everyone shares. If you are being treated to a formal dinner and particularly if the host thi nks you’re in the country for the first time, he will do the best to give you a taste of many different types of dishes.The meal usually begins with a set of at least four cold dishes, to be followed by the main courses of hot meat and vegetable dishes. Soup then will be served (unless in Guangdong style restaurants) to be followed by staple food ranging from rice, noodles to dumplings. If you wish to have your rice to go with other dishes, you should say so in good time, for most of the Chinese choose to have the staple food at last or have none of them at all.Perhaps one of the things that surprise a Western visitor most is that some of the Chinese hosts like to put food into the plates of their guests. In formal dinners, there are always “public” chopsticks and spoons for this purpose, but some hosts may use their own chopsticks. This is a sign of genuine friendship and politeness. It is always polite to eat the food. If you do not eat it, just leave the food in the plate.People in China tend to over-order food, for they will find it embarrassing if all the food is consumed. When you have had enough, just say so. Or you will always overeat!4 Doing groupworkYou are supposed to help visitors to China. Now turn to page 98 and make a list of things they are supposed to in the different situations listed there in the chart.Eating meals with other peopleLet the other people order the dishes. Try to pay the bill yourself.Giving complimentsGive a sincere compliment always. Show modesty when given compliments.Introducing other peopleIntroduce the young to the old. Stand while being introduced.Making a toast at dinnerMake a toast to your quests first. Drink up the wine when being toasted.Making appointmentsKeep your appointments with others. To cancel an appointment, call or send handphone message one day or two days before the date.Offering teaOffer others tea with a clean cup. Add more tea when the cup is emptied.Speaking to old peopleAlways speak to the old politely and loudly when necessary.Closing down by looking and sayingLook at the picture below and say something about their table manners.SELF CHECK1 Filling in blanksTo test your learning turn to page 99 and fill in the blanks with a word in its correct form.arrive meet spend behave imagine1.People in Japan and people in America behave differently at the dinner table.2.You can imagine how different the table manners here are from ours.3.In Singapore, the trains always arrive on time. They are never late.4.On Chinese New Year, people like to spend time with their families.5.I usually meet my friends in the library on Friday nights.2. Reading and finishingFan Ling has been to a western country. She wrote an article telling about her experience in a restaurant there. Now read it on page 99 and finish her story as you like. While reading, blacken the connectives, underline the expressions and circle the structure of Supposed to＋infinitive. When I first ate in a western restaurant, I didn’t know what I was supposed to do. Everything was unfamiliar. I was used to eating with chopsticks and a spoon, but I had to eat with a knife, a fork and a spoon. And I had, not just one set to use, but two or three of each. Questions crowded my mind. Was I supposed to begin with the largest ones or the smallest? Was I supposed to start at the outside and work in or the inside and work out? Was I supposed to hold the spoon in my left hand or my right hand? What I finally decided to do was to look up at how the others behave themselves at the table. I found that the man opposite to me was looking at me. It seemed that he was also a newcomer and not able to eat a western meal, either. We burst into laughter. And then3 Completing the crosswordOn page 99 is a crossword. Read the clues on the left to finish to finish the crossword on the right.Just for Fun!Across1. Sheep sound (3)3. Neither liquid nor gas (5)5. Humour (3)Down1. Road passenger transport (3)2. Permit (5)4. Shortened form of Dorothy (3)Before you read, go over the new words on page 154.After you read, copy all the expressions into your ExpressionBook.Part 2: Teaching Resources (第二部分：教学资源)I.What is an exchange student?An exchange student is a student (almost always of high school age) who temporarily goes abroad and lives with a host family in a foreign country, and attend school there. That host family often also sends a child of theirs abroad, usually to the same country as the student they are hosting. In this way, the two students are said to have been "exchanged," essentially temporarily trading countries with each other.II. Tips and Pitfalls of American table manners●Posture"Elbows, elbows, if you're able -- keep your elbows off the table!"●Eating SoupDip the spoon into the soup, moving it away from the body, until it is about two-thirds full, then sip the liquid (without slurping) from the side of the spoon (without inserting the whole bowl of the spoon into the mouth).●Offering FoodIt is best to phrase each offer of food as if the dish has just been brought out for the first time. ●"Please Pass the Salt"The proper response to this very simple sounding request is to pick up both the salt and the pepper and to place them on the table within reach of the person next to you.●Removing Inedible Items from the MouthThe general rule for removing food from your mouth is that it should go out the same way it went in.。