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Unit 12 What did you do last weekend?Section A (1a-2d)一、教学目标：1. 语言知识目标：1)掌握以下单词：camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor, tired, stay, stay up late.能掌握以下句型：①—Where did you do last weekend, Lucy?—I went to summer camp.②—How was your weekend?—Pretty good, thanks③—I worked as a guide at the Natural History Museum.④—How interesting!2) 能了解以下语法：learn to talk about recent past events.2. 情感态度价值观目标1.帮助学生树立合作学习观点。
2.讲述美好的周末，树立学生享受生活，热爱美好的大自然情感。
二、教学重难点1. 教学重点：1) Key vocabulary.2) Talk about recent past events2. 教学难点：1) Talk about recent past events2) Practice students’ listening, speaking, reading and writing skills.三、教学过程Ⅰ. Warming-up and revisionPoint to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in theboard along with gestures to demonstrate the meaning of each activity,Ⅱ. 1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat: did my homework, went to the cinema, went boating, camped by the lake, went to the beach, played badminton.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.Check the answers.Ⅲ. ListeningWork on 1bThis activity gives students practice in understanding the target language in spoken conversation.Point to the activities in the picture in activity la. Ask students to tell what the person did in each picture. For example, She played badminton, or Lucy went to the cinema. Play the recording the first time. Students only listen.Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing badminton; on Saturday morning.Correct the answers.Ⅳ. PairworkWork on 1cThis activity provides guided oral practice using the target language.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend. Talk about the activities in the picture.Students work in pairs. As they talk, move around the room monitoring their work.Offer language or pronunciation support as needed,Ⅴ. ListeningWork on 2a:This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the five sentences and ask a student to read these sentences to the class.Say, You will hear recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.Correct the answers.1grandma 2 homework 3 English 4 farm 5 cowsⅥ. ListeningWork on 2b:This activity provides listening practice using the target language.Call attention to the pictures of Carol, Becky, and Jack and ask students to identify each person by name.Say, Now I will play the recording again. Listen to the students talking about what they did over the weekend. Write C for Carol, B for B Becky or J for Jack next to each statement in activity 2a. The first one has been done for you.Play the recording the first time. Students only listen.Point out the sample answer, S, in statement 1. Say, Sonia visited her grandmother.Play the recording again. Ask students to write a letter in front of each statement to show what each person did.Check the answers. B B C J JⅦ. Pair workAsk and answer in pairs.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, ask questions about what, who or where , Student B answers. Students work in pairs.Ⅷ. Role-play the conversation.1. Ask Ss to look at conversation in 2d. Then Ss read the dialogue by themselves and find the answer to these questions:① What did Lisa do on her weekend?② What did Paul do on his weekend?2. Ss work in pairs and role-play the conversations.3. Have several pairs perform their conversations for the rest of the class.Homework:1. Copy new words twice.2. Write about what you did last weekend.板书设计：Section A (Grammar Focus-3c)一、教学目标：1. 语言知识目标：1) 掌握以下单词：away, mouse, baby, shout ,shout at, woof, language.2) 继续练习一般过去时态能掌握以下句型：—What did you do last weekend?—I did my homework.—Who visited her grandma?—Becky did.—Where did she go last weekend?—She went to a farm.—Who did she go with?—She went with her classmates.2. 情感态度价值观目标：1. 提高学生独立学习能力。
人教版新目标七年级英语下册 Unit 12说课稿一. 教材分析人教版新目标七年级英语下册Unit 12的主要内容围绕着“旅行”这一主题展开，通过学习本单元，学生能够掌握关于旅行的相关词汇和表达方式，能够运用所学知识进行简单的交流和描述。
教材中包含了多个学习任务，如阅读理解、听力练习、口语表达和写作等，旨在全面提高学生的英语综合运用能力。
二. 学情分析根据我对七年级学生的了解，他们在经过一个学期的英语学习后，已经具备了一定的英语基础，能够进行简单的英语交流。
但是，对于一些关于旅行的专业词汇和表达方式，他们可能还比较陌生。
因此，在教学过程中，我需要关注学生的个体差异，针对不同学生的学习情况，进行有针对性的教学。
三. 说教学目标1.知识目标：学生能够掌握关于旅行的相关词汇和表达方式，如“旅行”、“景点”、“交通工具”等。
2.能力目标：学生能够运用所学知识进行简单的交流和描述，如能够用英语介绍自己的旅行经历和计划。
3.情感目标：通过学习本单元，学生能够培养对旅行的兴趣，提高对英语学习的热情。
四. 说教学重难点1.重点：学生能够掌握关于旅行的相关词汇和表达方式。
2.难点：学生能够运用所学知识进行复杂的交流和描述，如能够用英语详细介绍自己的旅行计划和经历。
五. 说教学方法与手段在本单元的教学过程中，我将采用任务型教学法，通过设置各种真实的任务，引导学生主动参与学习活动，提高他们的英语实际运用能力。
同时，我还会运用多媒体教学手段，如图片、视频等，帮助学生更好地理解和记忆所学知识。
六. 说教学过程1.导入：通过展示一些美丽的旅游景点图片，引导学生谈论关于旅行的主题，激发学生的学习兴趣。
2.新课呈现：通过讲解和示范，教授本节课的主要词汇和表达方式。
3.任务实践：设置各种任务，如小组讨论、角色扮演等，让学生在实际语境中运用所学知识。
4.巩固练习：通过听力练习、口语表达和写作等环节，巩固所学知识。
5.课堂总结：对本节课的主要内容进行总结，强调重点和难点。
Unit 12 What did you do last weekend? Section B 1a–1eTeaching aims （教学目标）1. 继续学习表示活动的短语，及动词过去式。
2. 继续学习使用一般过去式态谈论过去发生的事情。
3. 能够理解听力材料。
Language points (语言点)1. 词汇：1)名词n. kite2)动词v. fly2. 句型：Who went to the library?Sally did.Did you do anything interesting last weekend?Not really, but I visited my sister.Difficulties （教学难点）1. 区分有趣和无聊的活动。
2. 对事件的评价。
Teaching steps （教学步骤）1. Warm-up and revision（课堂热身和复习）(1) Daily greeting to the Ss（日常问候）(2) Show the six pictures and explain the new phrases to Ss.T: Sally and Jim had a busy weekend. Look at the pictures. Can you tell me what they did?T: What did Sally do yesterday?S: She flew a kite yesterday. She flies a kite every week.T: What did Jim do yesterday?S: He swam yesterday. He swims every week.(Help Ss to use the other phrases in 1a to answer the questions. such as sang and played the guitar, studied for a test, had dinner with friends, went to the library.)(3) Flash the pictures on the screen as quic kly as possible. Then ask Ss “What did he/she do?” Have Ss answer the question as quickly as they can.(4) Show the phrases again and help Ss change the verbs from the present tense to the simple past form.sing and play the guitar - sing and played the guitarstudy for a test - studied for a testhave dinner with friends - had dinner with friendsgo to the library - went to the libraryfly a kite - flew a kiteswim in a swimming pool – swam in a swimming pool2.Work on 1a & 1bHere are some things that Sally and Jim did yesterday. Match the activities with the pictures.【教学设计说明】通过对每幅图片的描述，引导学生由使用旧知识过渡到自主使用新知识,达到了自然呈现的目的。
新目标七年级下册Unit12 Section B 教学设计(附教学反思）教案教学目标设计：一、知识与技能：通过对目标语言的训练，调查家规、给父母制定家规，培养学生的听说读写能力。
二、过程与方法：通过合作学习，学生学会与人交往，学会思考，学会发现错误。
三、情感态度与价值观：培养学生尊敬父母，学会关心父母，遵守规则的意识。
学习目标：1.能够学会使用祈使句，学会用can和haveto谈论和制定规则。
2.能够读出本节课的新单词，对话和短文。
3、能够听懂和读懂有关家规的对话或的短文并获取相关信息。
教学重点与难点：教学重点：祈使句的用法、can和haveto的用法。
教学难点：由haveto转换成hasto及写信给父母。
教学整体设计思路与教学策略与模式：教学整体设计思路：激趣导入、听读输入、说写输出，拓展迁移。
教学策略与模式：一、播放视频，激趣导入。
课开始，播放了两个视频，第一个视频可以起到复习sectionA部分的作用，第二个视频是我找本班两个学生录制的，是为了导入本节课的话题，由家规到校规，过渡很自然。
而且通过视频，特别是本班学生的视频，更能激发学生的学习兴趣，拉近了课堂的距离。
二、听说输入，读写输出。
在英语学习中，先输入后输出，听读是输入，说写是输出。
本课我主要设置了听说（groupingupandleadingin1、Beforetheclass,letthestudentsovie“don’t…“(设计意图：复习sectionA有关校规的内容，还可以唤起英语课堂氛围，使学生尽早进入英语课堂。
)2、Askthestudentsthequestion”toreportinfronttheclass.T:anyrules.adetherulesforyou?(ourparents.)oh,fortheirhealth,youc analsomakesomerulesforyourparents.ok?2.aketherulesforthepublicplaces学习效果评价设计：本节课是人教版七年级下册最后一个单元，主要是要学生谈论家规，在sectionA部分已经学习谈论校规，学生已经能够很好地使用祈使句，正确使用情态动词can，本节课继续巩固这些内容。
中学生英语互动课堂—课中导学山东省淄博市实验中学李永红新目标英语七年级(下)Unit 12重难点解析1.Don ’t run in the ha llwa ys.不要在走廊内乱跑。
2.Don ’t arrive late for cla ss.上课不要迟到。
3.Which rule s are the se s tude nts bre a k-ing?这些学生违反了哪些规章?【特别提醒】4.Can we liste n to music?我们能听音乐吗?5.Don ’t watch TV a fte r school.放学后不要看电视。
6.Pra ctice your guitar e very da y.每天要练习你的吉他。
此句是祈使句的否定式,表示命令别人不要做某事。
祈使句表示请求、命令、建议、劝告或征求对方意见等。
其否定形式是在前面加上don ’t 构成。
肯定形式是以动词原形开头。
在句首或句尾加上please 使语气变得委婉,如果在句尾加please ,要用逗号隔开。
例如:Sit down ,please.请坐。
Don ’t swim in the river.别在河里游泳。
arrive /be late for sth.是为固定搭配,意思是“做某事迟到”。
例如:Don ’t arrive late for the meeting.开会别迟到。
Hurry up ,or you will be late for the par-ty.快点,否则这次聚会你会迟到的。
此句中break 为动词,意思是“违背;违反;不依从;不遵守”,后常接表法律、规则、诺言等的名词作宾语。
例如:He always breaks the rules of school.他总是违反校规。
He broke his words.他失言了。
Don ’t break the law!别犯法!(1)break 作动词,还可指“(完整的东西)打破;击破;打断;破碎”。
教案新目标七年级英语下册Unit12:教案The First period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key V ocabulary: in class, rule, hallway, classroom, Mrs., flight School Rules Don'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 objects Train students' listening and speaking skills. 3.Moral Object As students, we must obey school rules. Ⅱ.Teaching Key points The school rules and the target language. Ⅲ.Teaching Difficulties Learn to talk about the school rules. Train students' listening and speaking skills. Ⅳ.Teaching Methods Scene teaching method. Listening and oral practicing methods. Ⅴ.Teaching Aids Pictures. A projector. A tape recorder. Ⅵ.Teaching Procedures Step ⅠRevision Review some key words and language points learned in Unit 11 briefly Step Ⅱ 1a "School Rules". Read the list to the class. Then rea Focus attention on the five rules written under d the list again, using simple explanations or acting out some rules to make clear the meaning of e't arrive late for class. 9:05 is lach one. For example, point to your watch: Class starts at 9:00. Don't arriate. 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. ve late for class. Repeat. DonPoint 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 1b Point 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 1c Point out the example conversation. Ask two students to read the dialogue to the class. 't know the rulesSay, Now work with a partner. Student A is from another country. He or she doesn 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 Summary In this class we 've mainly learned to talk about school rules. As students, we must obey school rul es. Step Ⅵ Homework Write down the rules in activity 1a without looking at books. scriptⅦ. Post s criptUnit12 Don’t eat in class. The Second period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key V ocabulary: outside, cafeteria, have to Target 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 objects Train students ' listening and speaking skills. 3.Moral Object Do what you can and don't do what you can 't either at school or aomewhere else Ⅱ.Teaching Key points Learn to talk about rules using the target language. Ⅲ.Teaching Difficulties The target language. Train students ' listening and speaking skills. Ⅳ.Teaching Methods Listening and oral practicing methods. Teaching by explanation. Ⅴ.Teaching Aids Pictures. A projector. A tape recorder. Ⅵ.Teaching Procedures Step ⅠRevision Show 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 2b 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. (This activity provides further listening practice using the target language.) Step Ⅳ 2c Point 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 Summary 't do at schooIn this class we do more listening and oral practice talking about what you can or canl. Step Ⅵ Homework Copy and recite the questions and answers in the grammar box. scriptⅦ. Post s criptUnit 12 Don’t eat in class. The Third period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key V ocabulary: sneakers, gym target language: John, you have to wear sports shoes for gym class. At school, we have to clean the classroom. 2.Ability objects Train students' ability to use words in contest. Train students' speaking skill. 3.Moral Object "have to" and "can". You need much practice. It's a little difficult to learn to use the words Ⅱ.Teaching Key points The target language. The usage of the words “have to” and “can”. Ⅲ.Teaching Difficulties The target language. The usage of the words “have to” and “can”. Ⅳ.Teaching Methods Teaching by pictures. Oral practicing method. Ⅴ.Teaching Aids Pictures. A projector. Ⅵ.Teaching Procedures Step ⅠRevision Review what students have learned in previous classes. Step Ⅱ 3a Call 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 3b Point 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 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 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 language support as needed. Ask some pairs to present their conversations to the class. (This activity provides oral practice using the target language.) Step Ⅳ 4 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 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 Summary Get students to read the target language on the blackboard again. Underline the words “have to wear”, “have to clean”, “don’t have to wear”. Explain to students how to use the words correctly. Step Ⅵ Homework Copy and write down all the target language learned in this class without looking at the books. scriptⅦ. Post s criptUnit 12 Don’t eat in class. The Fourth period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Target language: Don’t watch TV after school. Don’t go out on school nights. Do your homework after school. 2.Ability objects Train students’ listening skill. Grasp the imperatives. 3.Moral Object You 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 points The target language. The imperatives. Ⅲ.Teaching Difficulties The target language. The imperatives. Train students’ listening skill. Ⅳ.Teaching Methods Listening method. Pairwork. Ⅴ.Teaching Aids A tape recorder. A projector. Ⅵ.Teaching Procedures Step ⅠRevision Students talk about school or home rules using “can’t”, “can’t”, “have to” and “don’t have to”. Step Ⅱ 1 Focus 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's he doing? He's doing homework. Repeat. He's doing hontence or two about each picture. Whatmework. The class repeats. Point out the list of rules. Say each rule and ask students to repeat. Th 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. (This activity introduces more key vocabulary.) Step Ⅲ 2a 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. (This activity provides listening and writing practice using the target language.) Step Ⅳ 2b 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. (This activity provides listening and reading practice using the target language.) Step Ⅴ 2c 't you do? What do you have to do?Say, Now talk about the rules in your house. What ,can and can 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 Summary In 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 Homework Make up some imperative sentences. scriptⅦ. Post s criptUnit 12 Don’t eat in class. The Fifth period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key V ocabulary: Dr, by, wash, No talking. Talking about family rules. 2.Ability objects Train students’ reading and writing skills. 3.Moral Object Everyone has family rules. If you think some of them are unfair, talk with you parents. They wil l understand you. Ⅱ.Teaching Key points The letter, the list of family rules and the signs in activities 3a and 3b. Ⅲ.Teaching Difficulties Train students’ reading and writing skills. Ⅳ.Teaching Methods Reading and writing methods. Ⅴ.Teaching Aids The blackboard. A projector. Ⅵ.Teaching Procedures Step Ⅰ Revision Ask some students to say their sentences to the class. Step Ⅱ 3a 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 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 3b 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. (This activity provides guided writing practice using the target language.) Step Ⅳ 3c 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. (This activity provides personalized writing practice using the target language.) Step Ⅴ 4 's list of rulAsk students to make a list of the rules in their houses. Have the students use Zhao Peles 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. 's nameWhen student A finds another student with the same rule, student A writes the other student 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 Summary In this class we’ve done much reading and writing practice talking about family rules. Step Ⅶ Homework After class, write a letter to your parents to let them know what you think of the rules. scriptⅦ. Post s criptUnit 12 Don’t eat in class. The Sixth period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Review all the key words in this unit. Make a list of family rules and write a letter to Dr. Know. 2.Ability objects Train students’ writing skill. 3.Moral Object Please wear a helmet while riding. Otherwise, It’s dangerous. Ⅱ.Teaching Key points Review all the words in this unit. Make a list of family rules and write a letter to Dr. Know. Ⅲ.Teaching Difficulties Make a list of family rules and write a letter to Dr. Know. Ⅳ.Teaching Methods Writing method. Asking and answering method. Ⅴ.Teaching Aids Printed papers. A projector. Ⅵ.Teaching Procedures Step Ⅰ Revision Invite a few students to read their letters to parents to the class. Step Ⅱ 1 Ask 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 2 Ask students to write five new words in their V ocab-builder. Then ask them to exchange their books 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 3 Draw students’ attention to the pictures. Say, These pictures show that what the Fraser family must or mustn’t do. Look at picture 1. It shows that they mustn“Don’’t talk loudly. So we write 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 Summary In 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 Homework Review all the words and language points learned in this unit. Prepare for the final-term examination. scriptⅦ. Post s cript。
英语（新⽬标）七年级下册第⼗⼆单元教案英语（新⽬标）七年级下册Unit 12教案Unit 12: Don't eat in class.Language goalIn this unit students learn to talk about rules.New languageCan we eat in school?We can eat in the cafeteria, but we can't eat in the classrooms.Can students wear hats in school?Yes, they can./ No, they can't.Section AAdditional materials to bring to class:a candy bar, a small radioPlace a candy bar and a small radio on a table and ask and answer questions about each one. As you give yes answers, nod your head yes. As you give no answers, shake your head no. Say, holding up a candy bar, Can we eat in class? No, we can't. Can we eat in the cafeteria? Yes, we can. Repeat. Yes, we can. Say, holding up a radio, Can we listen to music in class? No, we can't. Repeat. Can we listen to music at a friend's house? Yes, we can. Repeat. Yes,we can.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'tarrive 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 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 picture.Say, This conversation tells about three students. The students arebreaking 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 languagePoint 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 thetarget language.Point out the sample conversation and have a pairo students read it to。
人教版新目标七年级英语下册 Unit 12教学设计一. 教材分析人教版新目标七年级英语下册Unit 12主要介绍了日常生活中的交通规则和安全知识。
通过本单元的学习，学生能够掌握有关交通规则的词汇和表达方式，学会如何询问和描述交通状况，并在实际生活中遵守交通规则，提高安全意识。
本单元包括两个任务，分别为Task 1：询问和描述交通状况；Task 2：讨论如何遵守交通规则。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生对交通规则和安全知识的了解不够深入，需要在教学中进行引导和拓展。
此外，学生们的学习兴趣和积极性较高，对新鲜事物充满好奇心，适合采用情境教学法和互动教学法，提高他们的学习效果。
三. 教学目标1.知识目标：学生能够掌握有关交通规则的词汇和表达方式，如crossthe road、traffic lights、safe等；2.能力目标：学生能够运用所学的词汇和句型询问和描述交通状况，提高日常生活中遵守交通规则的意识；3.情感目标：培养学生关爱生命，遵守交通规则的良好习惯。
四. 教学重难点1.重点：掌握有关交通规则的词汇和表达方式；2.难点：如何运用所学的词汇和句型询问和描述交通状况，以及如何在实际生活中遵守交通规则。
五. 教学方法1.情境教学法：通过设置真实的生活情境，让学生在实际语境中学习和运用英语；2.互动教学法：引导学生参与课堂互动，提高他们的听说读写能力；3.任务型教学法：以完成实际任务为目标，培养学生运用英语解决问题的能力。
六. 教学准备1.教学课件：制作包含图片、动画和视频的课件，帮助学生直观地了解交通规则；2.教学道具：准备一些交通标志和模型的实物或图片，用于课堂展示和练习；3.练习题：设计一些有关交通规则的练习题，用于巩固所学知识。
七. 教学过程1.导入（5分钟）利用课件展示一些交通场景，如红绿灯、行人过马路等，引导学生谈论交通规则。
