英语(新目标)七年级下册第十二单元教案

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。

what did you do last weekend ?【课标要求】课程标准对于七年级学生三级标准中阅读的要求：1.能正确的朗读课文2.能理解并执行有关学习活动的简短书面指令3.能读懂简单的故事和短文并抓住大意4.能初步使用简单的工具书5.课外阅读量应累计达到四万词以上【学习目标】1.通过阅读课文，认识并学会使用本单元的重点句型，尤其是一般过去时。

2.结合文章后的习题，能够使用一般过去时的特殊疑问句。

3.通过阅读课文材料，训练阅读能力和写作能力。

4.讲述美好的周末，树立乐观向上，热爱生活的情感。

【课前三分钟检测】1.检测67-70页单词的记忆情况2.检查本节课新课课文的预习【学习过程】学习任务一：Step Ⅰ Lead-in(导入）1.师生共同讨论人们有时害怕哪种动物及原因，并列一个表格。

Step 2 Presentation(新授）（指向目标一）1.教师首先以幻灯片的图片展示短语：put up, get a surprise,shoutat/to,wake up 等，并在学习过程中引导学生造句，以帮助学生理解并掌握这些重点词汇和短语。

评价任务一：【评价标准】 认识重点短语，并能够正确造句，注意人称，数量及时态的一致性。

(指向目标1)Score ：5✖2＝10分【评价标准】学习任务二：2.阅读训练（Reading Practice)(指向目标2)引导学生细读丽萨的周末并回答Activity 2b 中的问题。

然后同桌进行问答练习。

3.阅读训练（Reading Practice)（1)根据短文内容把 Activity 2c 中的短语排序。

（2)引导学生根据幻灯片上的这些短语复述短文。

（3)班内进行复述展示(指向目标2)评价任务二：指向目标2)【评价标准】2b 中的问答问题：6×2＝12分回答不完整或者不完全准确，当前题目扣掉一分。

2c 短语排序：8×1＝8分复述课文：Score10：发音正确，无语音语调错误，语言流畅，正确描述周末活动；Score 6-8:发音基本正确，有一两处错误；Score 1-4：能正确说出重点单词和短语，语音语调不准确，事件描述不完整；学习任务三：(指向目标3)Step 3 Drill(操练）(指向目标3)任务一：速读比赛各小组进行速读比赛，激发兴趣，提升语速，锻炼学生读的能力。

新目标英语七年级下册第十二单元第四课时教案学习目标学习目标随着社会的不断发展和进步，学习英语已经成为我们不可忽视的重要问题之一。

新目标英语七年级下册第十二单元第四课时教案-学习目标，是为了帮助学生更加有效地掌握英语知识和技能，使他们能够应对各种场合的英语交流。

一、学习目标新目标英语七年级下册第十二单元第四课时教案，主要包括以下几个学习目标：1.了解课文内容通过阅读课文并回答问题，学生可以更好地理解课文的内容和语法结构，进一步提高英语阅读能力。

2.学习新词汇通过学习课文中的生词和常用词组，学生可以丰富自己的词汇量，并掌握正确的用词方法。

3.理解语法结构通过分析课文中的语法结构，学生可以更好地理解英语语法的基本规律和用法，进一步提高英语口语和写作能力。

4.进行口语表达通过读课文、讲解题目和进行交流讨论，学生可以更加自信地进行英语口语表达，提高自身的语言能力。

5.练习听力通过听录音、听同学口语表达和课堂讲解，学生可以更加有效地练习英语听力，进一步培养听说读写综合能力。

二、课堂教学方法为了使学生更加轻松地学习英语，新目标英语七年级下册第十二单元第四课时教案-学习目标，采用了以下几种课堂教学方法：1.小组讨论教师可以将学生分成小组，由组内成员讨论指定话题，并从不同角度进行讨论和分析，以此提高学生口语表达能力。

2.课前预习在每节课前，教师可以让学生提前预习课文，并针对课文中的难点和疑问进行课堂讲解和答疑，以此提高学生学习的效率和兴趣。

3.多媒体辅助教学教师可以使用多媒体工具，如投影仪、电脑、录音机等，对教材中的内容进行呈现、讲解和演示，以此促进学生对英语知识和技能的全面掌握。

4.课上练习教师可以在课上组织学生进行练习，如听力练习、口语练习、阅读理解和写作练习等，以此提高学生对英语知识和技能的综合运用能力。

三、课后巩固在每节课结束后，教师可以适当布置一些课后作业，如阅读、翻译、写作、口语表达和听力练习等，以此巩固和强化学生对课程内容的掌握。

《新目标英语七年级下册第十二单元第二课时教案》教你如何利用所学知识应对英语考试！。

一、教学目标1.掌握单词：take, give, pick, collect, enjoy, want,ride, yesterday, tomorrow, the day after tomorrow, last,next, in the morning, in the afternoon, in the evening, on weekends等。

2.掌握一般将来时的构成以及使用方法。

3.鼓励学生尝试使用所学知识进行口语和写作练习。

二、教学内容1.单词讲解本课中出现的单词有：take, give, pick, collect, enjoy, want, ride, yesterday, tomorrow, the day after tomorrow, last, next, in the morning, in the afternoon, in the evening, on weekends等。

take表示“搭乘/带走”；give表示“给予”；pick表示“采摘/挑选”；collect表示“收集”；enjoy表示“享受/喜欢”；want表示“想要”；ride表示“骑乘/乘坐”；yesterday表示“昨天”；tomorrow表示“明天”；the day after tomorrow表示“后天”；last表示“上一个”；next表示“下一个”；in the morning表示“在早晨”；in the afternoon表示“在下午”；in the evening表示“在晚上”；on weekends表示“在周末”。

需要提醒的是，这些单词不仅要熟记，还要学习如何正确使用它们。

2.语法讲解本课的语法焦点是一般将来时。

一般将来时表示将来某个时间发生的动作或事件。

其构成方式：be(am/is/are) + going to +动词原形例如：I am going to take a train.She is going to give me a gift.We are going to enjoy the party.你可能还会听到有人说：will+ 动词原形例如：I will take a train.She will give me a gift.We will enjoy the party.但是需要注意的是，will通常用来表示意愿、承诺等情况，不能用来表示已经制定计划的事情。

新目标英语七年级下册第十二单元第四课时教案教学过程。

一、教学目标1.能够听懂、会读、会说、会写Lesson2中的重点单词和短语。

2.能够正确运用there be句型，描述不同的餐饮场所和美食。

3.能够用英语完成有关食品的对话，并提出一些合理建议。

二、教学过程1.Warming-up为了让学生进入到学习状态，我们特地设置了一个生动有趣的小游戏，让学生通过看图猜词的方式来回顾上节课所学的内容。

通过这个游戏，我们不仅达到了复习巩固的效果，还激发了学生学习英语的热情。

2.Presentation在这个环节，教师先以realia（真实物）的方式带着学生进入了不同场所的餐饮世界。

教师展示了一些各种形式的美食图片，引导学生认识各种食品，并教学了相关的单词和短语。

同时还带着学生学习相关的句子，如：There is a bakery near my house. It sells tasty bread and cakes.I enjoy drinking tea after supper.3.Practice在这个阶段，我们组织了情景对话的练习，通过两名学生的对话演示，让学生更好地理解和掌握所学的语言知识。

同时，我们还利用多媒体教学的方法，让学生观看短视频，学习动态的交际语言。

例如：-A: Would you like some ice cream?-B: No, thanks. I don’t like ice cream.-A: How about some cake?-B: That sounds good. I like cake.4. Production在这个环节中，我们组织了小组讨论和角色扮演，让学生通过实际运用语言的方式，将所学的知识应用到实际生活中。

通过这种互动和对话的方式，学生更能够充分表达和发挥自己的想法和语言能力。

同时，我们还设置了一些及时的反馈和评价，让学生更好地掌握语言知识，逐步提高自己的英语水平。

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。

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。

Unit 12 Don’t eat in calss.II. Teaching materials analyzing and rearranging 教材分析和重组1. 教材分析本单元以School and house rules为话题，共设计了三个部分的内容，旨在通过单元教学使学生掌握can, can’t, have to, don’t have to以及祈使句的用法，并能运用祈使句的肯定形式和否定形式来谈论学校或家中的规章制度。

Section A 该部分共设计了9个任务型活动。

1a要求学生回答图片中学生分别违反了学校的哪一条规章制度；1b要求学生听录音并根据所获取的信息，判断录音中的三个学生分别违反了那些规章制度，并把表示相应规章制度的数字填写到人名后的横线上；1c要求学生在教师指导下，以pairwork的形式，对图片中的规章制度进行了解；2a要求学生听录音后根据录音中信息，从表格中选出录音中所谈论的行为；2b要求学生再听一遍录音，并根据录音信息，判断这些行为是否违反规定；2c要求学生以pairwork的形式，进行角色表演活动，训练学生对学校规章制度的表达；3a要求学生用所提供的单词“uniform”，“classroom”和“sneakers”填空，让学生进一步了解学校规章制度；3b要求学生以pair-work的形式，针对本校的规章制度进行口头问答；4要求学生以游戏活动的方式，利用can和have to，写出六项规章制度，让学生学以致用。

Section B 该部分共设计了8个任务型活动。

1要求学生将图片中[a-d]的行为与表格中的相对应的规章制度配对；2a要求学生听录音并根据录音信息对表格中的规章制度按顺序标号[1-4]；2b要求学生再听一遍录音并从表格中选出Dave和Emily各自拥有的规章制度；2c要求学生以pairwork形式进行角色表演活动，谈论各自家中的规章制度；3a要求学生阅读一位学生的信件，并根据信件的内容，写出这位学生的家庭规章制度；3b要求学生根据图片中的信息，写出图书馆的5项规章制度；3c要求学生写出自己家中的规章制度；4要求学生以小组活动形式，谈论有关家中规章制度的情况。