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。
