教学详案《新目标Go for it!》七年级下册Unit 4 Don't in class. Section A
人教版新目标七年级英语下册 Unit 4 教案
人教版新目标七年级英语下册 Unit 4 教案一. 教材分析人教版新目标七年级英语下册Unit 4主要围绕日常生活话题，培养学生运用英语进行简单交流的能力。
本单元包括三个部分：听说课、读课和综合语言运用课。
听说课主要训练学生听懂并能够运用日常用语进行交流；读课通过阅读培养学生的阅读理解能力；综合语言运用课则通过各种活动，让学生在实际语境中运用所学知识。
二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的英语听说读写能力。
但部分学生在语言运用方面仍有困难，需要通过大量的练习来提高。
此外，学生对日常生活中的英语交流感兴趣，但可能在实际操作中感到羞涩和紧张。
三. 教学目标1.知识目标：学生能够听懂、会说、会读本单元的生词和重点句子，掌握日常交流的基本表达方式。
2.能力目标：学生能够在日常生活中运用所学知识进行简单交流，提高英语应用能力。
3.情感目标：激发学生对英语学习的兴趣，培养积极向上的学习态度。
四. 教学重难点1.重点：本单元的生词、短语和句子。
2.难点：日常交流中动词时态的运用。
五. 教学方法采用任务型教学法，通过各种互动活动，让学生在实际语境中运用所学知识。
同时，运用分组合作、同伴互助等方法，激发学生的学习兴趣，提高课堂参与度。
六. 教学准备1.教师准备：提前熟悉教材，设计教学活动，准备相关教学资源。
2.学生准备：预习本单元的生词和句子，了解日常交流的基本表达方式。
七. 教学过程1.导入（5分钟）利用图片或实物引导学生谈论日常生活中的人物和事物，激发学生的学习兴趣。
2.呈现（10分钟）教师展示本课的生词和句子，让学生听懂并跟读。
同时，通过情景剧等形式，展示日常交流的基本表达方式。
3.操练（10分钟）学生分组进行角色扮演，模拟日常生活中的场景，运用所学知识进行交流。
教师巡回指导，纠正发音和语法错误。
4.巩固（5分钟）教师设计一些练习题，让学生口头回答，巩固所学知识。
5.拓展（5分钟）学生分组讨论，尝试用英语编写一个小故事，运用本课所学词汇和句型。
Unit 4 Don’t eat in class 学案1 (人教新目标Go for it七年级下册)
B: No, we can’t. but we cansingin the music class.
四.合作探究：讨论制定班规，用英语逐条写出。
小组汇报：I’m from Group 1, in our class ,I think the rules are important and necessary.
主备人审核人审批领导授课时间编号16
课题
Unit 4 Don’t eat in class.第一课时
课型
集中识词，知识点预习课。
学习目标：1.能准确地读本单元的所有单词。2.要掌握祈使句的基本用法。
能力目标：进一步掌握祈使句。
重点难点：重点：能准确地读本单元的所有单词。难点：现在进行时的用法。
环节预设：
课题
Unit 4 Don’t eat in class.第二课时
课型
句型对话听说课
学习目标：祈使句的肯定句、否定句。
能力目标：学会通过学习学校的规章，提高自我约束能力。
重点难点：祈使句的肯定句、否定句。
环节预设：
学习内容
一.预习检测：写出你知道的有关学校、班级规章制度，试用祈使句。
__________________________________________________________________________________________________________________ _ ________________________________________________________________
七．课后反思：会读的同学带领不会读的同学读词（责任牵手，互帮互助）。
教学详案《新目标Go_for_it!》七年级下册Unit_4__Dont_in_class._Se
To takeanactive part in class activities.
TeachingAids
MultimediaTeachingSystem
TeachingProcedures:
T’s Activities
Ss’ Activities
Purpose of Design
Step
Warm-up
We must be on time.
Can we wear a hat in class?
Yes, we can. /No, we can’t.
To talk about school rules.
To improve speaking and listening skills.
Process and method
(3’)
1. GreettheSs.
2. Showthree pictures of the school.“Do you know these places?”
英语七年级下册Unit4-Don.docx
英语七年级（下）人教版Go for itUnit 4 Don't eat in class （Section B 2a・2c）分层教学实施教案1.语言知识目标：c 层次学生：1）掌握以下词汇：dirty, kitchen, noisy, relax, read, terrible, feel, strict, remember, follow, make one's bed, be noisy, and be strict with sb. follow the rules.2）能正确地说出学校的规章制度。
B层次学生：3）能运用所学的句型询问及回答学校的规章制度。
A层次学生：4）能阅读短文，并能获得相关信息。
给七年级每个层次的学生制定了合理的可持续发展的教学目标，对不同层次的学生提出不同等级的达成目标的时间。
Teachi ng DesignTeachi ng aims:Knowledge Objectives: Students can read and use new words and phrases: dirty, kitchen, noisy, relax, read, terrible, feel, strict, remember, follow, make one's bed, be noisy and be strict with sb. follow the rules. Students can express their views of rules with new sentence patter ns: there are too many rules ・Ability Objectives: a. To develop students' abilities of reading.b. To train students' ability of working in groups to express their opinions,c. To cultivate students ， ability of discovering and solvingproblems・Moral Objectives: a. By talking about rules, educate students to regulate their behaviors・ b. Learn to understand our school, our parents・ They make rules to help us and don' t keep your trouble to yourself. Make sure to be a mentally healthy person.Im porta nt and key poin ts: a. Master the usage of modal verb “can” and “can' t” ・ b. Learn to talk about different rules in different places and express their own idea about this・Teachi ng methods: a. Task-based language teachi ng approach b. Communicative method c. Real seene method・Learning methods: a. Ss are encouraged to speak freely. b. Ss are leaded to use the target Ianguage correctly.Teachi ng Procedures:Step 1: Lead-in What T does in class: Have students review the school rules・ Ask some questions about the school rules and let them know what we will talk about today. B 层次学牛读岀学习过的学校规章制度C层次学生动作表演，A层次学生根据动作说出学校规章制度。
人教版新目标英语七年级下册nit4Don’teatinclass教学设计
1、知识目标
1.学习并熟练掌握下列单词。
rule,arrive，hallway,fight，outside, (be)ontime,dininghall,listento…
2.学习并熟练掌握下列句型，谈论规则。
(1)—Whataretherules?
—Wecan’tarrivelateforclass.Wemustbeontime.
Step 3. While-listening(2d)
1.Listen andanswer the questions.
Tip: Read the rules in silence before listening.
2. Listen again and fill in the blank.
Tip: Write down the first letter of the word or phrases, not the whole word.
②Make the poster of different rules.
(设计意图:让学生在互动交流中理解和巩固所学目标语言,在提升他们运用综合语言能力的同时培养了他们团队合作的意识.)
Step5. Summary
and phrases
rule,arrive,hallway,fight,outside, (be)on time , dining hall, listen to…
4.教学重点、难点
教学重点：
学会讨论规章制度，掌握情态动词can/can’t， must 和祈使句的正确用法。
教学难点：
祈使句的用法。
5.教学方法
情景教学法；任务型教学法
6.教学过程设计
Step 1. Warm-up
Unit 4 Don’t eat in class 学案4 (人教新目标Go for it七年级下册)
2.______________________________ ________________________________
3.______________________________ ________________________________
4._____________________________ ________________________________
5._____________________________ ________________________________
6._____________________________ ________________________________
Step six:每组选出一篇优秀作品在全班同学前展示。（读给大家听）并上交给老师。
（5分钟）
Step seven:反思与总结
通过本节课的学习，我最大的收获是：____________________________________________________________________
感觉自己有待加强的是：____________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
七年级英语下册(人教新目标Goforit!)Unit4第2课时(SectionAGF3c)教学设计
5.鼓励学生积极思考、勇于表达，培养自主学习能力。
（三）情感态度与价值观
在本课时中，学生将培养以下情感态度与价值观：
1.培养学生对英语学习的兴趣和自信心，激发学生积极参与课堂活动的热情。
2.培养学生关爱他人，学会尊重他人的兴趣爱好，增进同学之间的友谊。
4.学习策略：学生已经掌握了一定的学习策略，但在运用方面仍有所欠缺。部分学生过于依赖教师和教材，缺乏自主学习能力。
5.个体差异：学生之间存在英语水平、学习兴趣和性格等方面的差异，需要教师在教学过程中关注每个学生的成长，因材施教。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本课时的重点是让学生掌握描述兴趣爱好的一般现在时态句子结构，如：“Do you like...? Yes, I do./No, I don't.”以及相关词汇和短语。
3.培养学生合作意识，学会在小组合作中分享、互助、共同进步。
4.培养学生热爱生活，积极参加体育、艺术等课外活动，提高综合素质。
5.引导学生树立正确的价值观，关注个人成长，努力实现自己的梦想。
二、学情分析
针对人教新目标Goforit!七年级英语下册Unit4第2课时（Section AGF3c），学生在学习本课时内容时，已具备一定的英语基础，能够运用一般现在时态描述简单的事物，但在实际交流中仍需加强。以下是对学生学情的具体分析：
-组织学生进行小组合作，让他们在小组内互相支持、互相鼓励，共同进步。
5.注重课后跟踪与反馈，及时了解学生的学习情况，针对存在的问题进行有针对性的辅导。
-布置与兴趣爱好相关的家庭作业，让学生在课后继续巩固所学知识。
七年级英语下册(人教新目标Goforit!)Unit4第4课时(SectionB2a2c)说课稿
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.通过PPT展示本节课的重点词汇和句型，让学生跟读、模仿；
2.结合餐厅点餐场景，用一般现在时态为学生讲解句型的用法，并通过实例进行解释；
3.分组让学生进行角色扮演，模拟餐厅点餐场景，让学生在实际交流中掌握新知；
4.针对阅读文章，设计问题引导学生进行阅读理解，了解不同国家的饮食文化。
4.成功体验：及时给予学生表扬和鼓励，让他们在英语学习中获得成就感，增强自信心；
5.文化渗透：通过介绍不同国家的饮食文化，拓宽学生的视野，激发他们对英语学习的兴趣。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。选择这些方法的理论依据如下：
1.任务型教学法：该方法以学生为中心，注重培养学生的实际语言运用能力。通过设置真实、有意义的任务，激发学生的学习兴趣，让他们在完成任务的实践中掌握知识；
主要知识点包括：1.学习有关餐厅和食物的词汇，如menu、order、dessert等；2.学习一般现在时态的用法，描述餐厅点餐场景；3.学习如何用英语谈论食物喜好和饮食习惯；4.提高学生的阅读理解能力，通过阅读文章了解不同国家的饮食文化。
（二）教学目标
1.知识与技能：
（1）掌握本节课的生词和短语，如menu、order、dessert等；
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式导入新课：
1.利用多媒体展示一幅餐厅的场景图片，让学生观察并描述图片中的元素，如menu、waiter、customer等；
2.播放一段餐厅点餐的英语对话视频，让学生跟随视频中的角色模仿朗读，感受英语在实际场景中的应用；
七年级英语下册(人教新目标Goforit!)Unit4第4课时(SectionB2a2c)教学设计
4.加强课后辅导和评价，关注学生的学习进度和成长。
（1）针对学生的学习情况，给予个性化的辅导，帮助他们克服学习困难。
（2）设计合理的评价方式，如课堂表现、作业完成情况、小组活动参与度等，全面评估学生的学习成果。
四、教学内容与过程
（一）导入新课
2.重点：培养学生的听说能力和阅读理解能力，提高学生的语言运用能力。
难点：如何针对不同水平的学生，设计合适的听说和阅读活动，使他们在活动中得到有效的训练和提升。
3.重点：引导学生形成正确的价值观，培养他们的自信心、团队精神和同理心。
难点：如何将情感态度和价值观的教育融入教学过程中，使学生能够在学习语言的同时，获得情感上的共鸣和成长。
2.创设互动、轻松的课堂氛围，鼓励学生积极参与课堂活动，克服害羞、不敢开口的问题。
（1）教师应以鼓励、表扬为主，关注每一个学生的进步，增强他们的自信心。
（2）组织小组活动，培养学生的团队协作能力，让他们在合作中互相学习、互相支持。
3.结合学生生活实际，设计情感态度和价值观的教学活动。
（1）引导学生分享自己的成功经历，让学生认识到成功需要努力、坚持和团队合作。
5.学生在价值观方面，正处于青春期，对成功、优秀等概念有较高的追求。教师应引导学生正确看待成功，认识到努力、坚持和团队合作的重要性。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握描述人物特点的词汇和一般现在时态的用法，能够运用所学知识进行人物描述和简单讨论。
难点：如何让学生在实际语境中灵活运用一般现在时态，以及如何引导学生通过阅读文本，分析人物品质和特点。
2.学会使用一般现在时态描述人物特点，如：“He is proud of his team.”、“She is successful in her studies.”等。
Unit4Don’teatinclass学案2(人教新目标Goforit七年级下册)
【学习重难点】1. 祈使句的肯定形式与否定形式2. 句型：What are the rules ? Don’t do sth.We can(not) do sth We must do/be)【预习指导】写出并读出下列单词和短语：1.校规2.迟到3.听音乐4.和他打架5.在走廊里6.在课堂上7.准时 8.在教室里预习课本p19，找出其中的短语和重要句型1 、不要在走廊里跑 ______________________2、不要上课迟到___________________________3、不要在教室里吃东西 ___________________4、不要在教室里或走廊里听音乐_____________5、不要打架 ______________6、你校的规则是什么？ ________________【合作探究】语法（祈使句）1.）含义：祈使句是用来表示请求、命令、叮嘱、号召或者劝告等的句子，这类句子的主语常是第二人称you，也就是听话者，因而you常省去2.）注意：祈使句的开头是动词原形。
如：过来！快起床！3.）祈使句的否定形式多以do not（常缩写成don't）开头，再加上动词原形。
如：别看电视！别打架！不要说话！学习成果展示一、根据汉语意思完成句子。
1、我们必须准时到校。
We ________ get to school ________ ________.2、不要在走廊上奔跑。
________ run in the ________.3、听音乐能使我们放松。
________ ________ music can make us relaxed.4、汤姆经常和他的弟弟打架。
Tom usually ________ ________ his brother.二、单项选项( )1.Don’t_______ the rules next time.A.keepB.breakC.breakingD.Keeping( ) 2.--_______ late for school again. ---Sorry,I won’tA.Don’tB.Don’t beC.NotD.Not( ) 3._______ music in the classroom.A. Don't hearB. Can't hearC. Don't listenD.Don't listen to七年级下册Unit4 Don’t eat in class!导学案Section A 2d -3c班级：姓名：时间： 2014年月日2. 学习情态动词can/must/have to 谈论学校的规章制度.【学习重难点】1. 词组：first day, a lot of, music player, school uniform2. 运用can/ can’t来谈论学校里可以做与不可以做的事。
新目标(Go for it)版初中英语七年级下册全册教案
七年级下册英语全册教案第（）课时Unit 1 Where’s your pen pal from?Language goals:●In this unit students learn to talk about countries, nationalities andlanguages.●Ask and tell where people live.New languages:●Where’s he / she from?●He / She is from Australia / England / China / France / Singapore /Australia.●Where does he / she live? He / She lives in Sydney.●What language do you speak? I speak English.●What’s your / his / her favorite subject?●My / His / Her favorite subject is English.●Does he / she have any brothers and sisters?Yes, he/ she does. / No, he / she doesn’t.Difficult points:1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class.2. Where questions with fromWhere questions with liveWhat questionsTeaching aids:● A tape recorderTeaching periods:●Period 1:Section A中1a, 1b, 1c●Period 2:Section A中2a, 2b, 2c，2d●Period 3:Section A中3a, 3b, 4●Period 4:Section B中1,2a, 2b, 2c●Period 5:Section B中3a, 3b, 3c, 4●Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Where’s your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for asecond time.Ask the students to listen to the recording and circle the countries in1a.Ask students to listen to and repeat after the recording and thencheck the answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with yourpartner. You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step 1.StepI RevisionCheck the homework. And then ask several students to answer questions.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: W hat’s the meaning of capital? Can you guess? Help them toanswer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto,and Tokyo on the right of the blackboard. And the teacher reads themaloud and asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and thecountries.Say: Now work in pairs and ask where the city is. For example, thefirst student asks “Where is Beijing?” the second student answers “It’sin China.”Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let’s look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students’ attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the information in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word “from”. It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the students to learn the sentence patterns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages: What language does she speak? She speaks English.3. Enable the students to learn to talk about what language people speak.4. Help the students to learn how to talk about what language people speak.Teaching procedures:Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer myquestions.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of “language”? Listen: T im is from England and he speaks English. So English is his language. I’m from China, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as they answer the questions.Show the flowing and ask the students to make conversations after the model.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Teaching procedures:Step 1. RevisionAsk the students to make conversations talking about their new penpal.Ask some pairs to the front to talk about their pen pals.Greet each other and have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box next to the title of each language textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conversation bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the students.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French. Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It’s fun. / It’s too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Teaching procedures:Step 1.Warming upSay, Do you have a pen pal? What’s his name? Does he have any brothers and sisters? What language does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the answers. Then draw the information card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page 6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.Unit 2 Where is the post office?Language goals:●In this unit students learn to talk about asking for and give directions on thestreet.New languages:●Excuse me, is there a bank near here?●Yes, there is. It’s on Center Street.●Where is the pay phone?●It’s across from / next to / in front of / behind the library.●It’s between the p ost office and the library.●Just go straight and turn left.●Turn left on First Avenue.●Take a walk through the park on Center Avenue.●There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you’re going to visit.Write the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:● A tape recorder●Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages: Is there a bank near here? Yes, there is. It’s on CenterStreet.3. Enable the students to ask for and give directions on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions aboutthe places.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behindand on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It’s across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the sixsentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questionsabout the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. Theask them to answer the following questions. Explain some languagepoints if the students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Just go straight and turn left.It’s down Bridge Street on the right.It’s next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask somestudents to answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them tomake conversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs.Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their righthands to practice “left” and “right”.Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Pauland Nancy in the picture.Ask the students to role play the conversation then point out the placethat Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers’ place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all the buildings.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.HomeworkAsk the students to make a similar conversation to that in Activity 3a. Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Is there a big supermarket near your house?Yes, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old,the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the difference between them? Yes. This one is old. (Show the old ruler.) And this one is new.(Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the difference between the halves.Go on with the other pictures to teach the language items.Ask the students to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7. Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael’s neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class.Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.HomeworkAsk the students to make similar conversations to that in Activity 1b.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Turn left on First Avenue and enjoy the city’s quiet streets and small parks.Take a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the student’s neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class. Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.Tell the students to keep these words down and make at least two sentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about directions.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the followingconversation.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their ownneighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target languages:I know you are arriving next Sunday.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students’ vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questions.HomeworkAsk the students to do the following:1. Suppose your friend is going to visit you. He doesn’t know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.Unit 3 Why do you like koalas?Language goals:●In this unit students learn to describe animals and express preferences.New languages:●Let’s see the pandas first.●Why do you like want to see the pandas?●Because they are very cute.●Because they’re kind of shy.●Because they’re kind of interesting.●Because they are fun.●Because they are smart.●Do you like giraffes?●Where are lions from?●They are from South Africa.●The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary.●She likes to play with her friends and eat grass.●She’s very beautiful, but she’s very shy, so please be quiet.●He sleeps during the day, but at night he gets up and eats leaves.Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1: Section A1a, 1b, 1c●Period 2: Section A2a, 2b, 2c●Period 3: Section A3a, 3b, 4●Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c●Period 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let’s see the pandas.Why do you want to see the lions?Because they’re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match the names with the pictures a–h.Encourage or help the students to say something about the picture and do the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and then check the answers.Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let’s see the pandas / giraffes / lions / penguins / dolphins / koalas /elephants / tigers?—Why?—Because they’re cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals inactivity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them. Teaching procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let’s do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b.After that, check the answers.Then ask the students to listen to and repeat the dialogue after the recording.After this, ask the students to practice the conversation without the help of the recording.。
Goforit!BookIUnit4教案（新目标版七年级英语下册教案教学设计）
Goforit!BookIUnit4教案（新目标版七年级英语下册教案教学设计）(The 1st period Section A 1a-1c)Teaching aims(教学目标)1．要求学生熟悉物品的名称。
2．要求学生学会谈论物品的位置。
Language points(语言点)1．要求掌握以下词汇：(1) 名词：table , bed ,dresser ,plant ,alarm ,picture , TV ,desk ,bag ,bookcase , sofa ,chair ,drawer ,hat(2) 介词：on , in ,under.2．要求掌握以下句式：(1)----Where’s the…?----It’s on / in / under the….(2)----Where are the…?----They’re on / in / under the….Difficulties（难点）: 介词on, in ,underTeaching steps:I. Warming-up and revision1. Daily greeting to the studentsT: What’s your name?S1: My name is….T: Nice to meet you.S2: Nice to meet you ,too.T: What’s your name?S2: My name is ….T: How are you?S2: Fine, thank you. And you?(What about you?)*T: I’m fine, too. How is the weather today?S2:It’s good / beautiful.II. Revision杭州采荷实验学校陈建英设计说明：I1.通过日常用语的复习，使学生马上进入英语课堂，从而调动学生的积极性。
(人教新目标Go for it!)七年级英语下册同步备课 Unit 4 第2课时 (Section
2.通过总结归纳，可以掌握并迁移使用句型表达其他规则。
3.通过填空练习、造句训练和小组活动，能够运用can, can’t have to / must and don’t to表达规则制度。
教学
工具
IWB, PPT
教学
方法
任务型教学法、情景交际法
通过自由问答进行复习和操练目标语言。
Step 2
Presentation
1.Tdividesthe whole class into4groups and each group discusses one question.
Group 1：祈使句的否定句怎样构成？肯定句呢？一般在什么情况下会用祈使句？
教学过程
教学步骤
课堂活动
学生活动
设计意图
Step 1
Lead-in
1.Greeting.
2.Tasks students tolook at the picture andtalk with your partnerabout the rules.
3.Brainstorm:When we karound the school, we may find rules everywhere. Rules can help us get along and stay safe. Discuss with your partner: Where can we see rules at school?
1.Preview the new words and phrases in Section B(1a-1d).
2.Do the exercises in students’ book.
七年级英语下册Unit4第一课时教案
七年级英语下册Unit4第⼀课时教案初中英语⼈教版（Go for it）七年级下册Unit 4 Don’t eat in class.教学设计第⼀课时(Section A 1a--2d）编写者：张悦会审题⼈：张睿妮【教学⽬标】Knowledge goals语⾔知识⽬标：1. 能掌握以下单词：rule，arrive，hallway，hall，dining，listen，fight，sorry，(be)on time，listen to,outside，wear，important，bring，uniform，quiet.2. 能掌握以下句型：①Don’t eat in class.② You must be on time.③ Eat in the dining hall.3. 能正确运⽤情态动词can和祈使句。
4. 熟练使⽤⽬标语⾔谈论对某些规章制度（校规、家规等）的看法Emotional goals情感态度价值观⽬标：通过对规章制度的学习与讨论，规范⾃⼰的⾏为，以便⾃⼰和他⼈更好地遵守规章制度，养成良好的习惯。
【教学重难点】1. Teaching Importance 教学重点：1) 肯定祈使句是省略掉主语的原形动词开头；2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在⽤法上的区别。
2. Teaching Difficulties 教学难点：掌握祈使句的⽤法，并能听懂、会说⼀些简单的祈使句。
【教学⽅法】直观教学法、情景教学、任务型教学法、⾃主探究教学法【教学⼯具】教学⽤具：电脑【教学过程设计】教学设计说明：本节课为这⼀单元的开始，也是⼀节听说课，在本单元中起着话题导⼊的作⽤，内容接近学⽣的⽇常⽣活，所含重点句型都是学校的规则，所以课堂任务也重在培养学⽣的语⾔实践能⼒。
1a-1c导⼊本单元的话题和部分重要语⾔结构，通过听说活动的导⼊到⼝头讨论规章制度的情境中，让学⽣体会、学习不同语体中语⾔的表达。
新目标Goforit版七年级下Unit4Don’teatinclasssectionA1a1c含答案
Unit 4 Don’t eat in class．第1课时Section A (1a-1c)一、按照句意及汉语提示写单词。
1．This school has a new (礼堂)．2．Jack never (打架)with his brother．3．There are some new (规章)in our school．5．I’m(抱歉的)that I’m late．4．(听)!Someone is singing in the room.二、单项选择。
( )6．run in the classroom，boysA．Not B．Don’t C．Can’t D．Doesn’t ( )7．--Where are your classmates?--They’re in the to have lunch．A．library B．classroom C．music room D．dining hall ( )8．--What’s t ile first rule?--We must on time for class．A．am B．is C．are D．be( )9．My mom tells me it’s not right to with my classmates at A．talk B．play C．fight D．walk( )10．Bill，let’s Cindy’s birthday party at 7：00 P．M．A．arrive B．get C．arrive at D．get in( )11．--Don’t eat in the classroom．Lin Tao-- ，Miss Wang．A．Thanks B．Good C．Sorry D．Welcome 三、按要求完成下列句子。
12．不要在课堂上说话。
(翻译句子)Don’t talk ．13．我姐姐喜欢晚餐后听音乐。
(翻译句子)My sister likes to after dinner．14．火车能准时抵达吗?(翻译句子)Can the train arrive ?15．明天的晚会别迟到啊。
人教新目标go for it七年级下册英语教案(第四单元)
Don’tarrive late for class----We can’t…
Don’tlisten to music in class.---- We can’t…
Don’tfight---- We can’t…
Ask students what they can do.
Model: T: Can you sing?S: Yes, I can.
T: Can you sing in class?S: No, I can’t.
T: Can you eat in class?S: No, we can’t.
通过情态动词can的句型呈现新词及短语表达。
巩固新知PairworkStudents work in pairs.. Ask and answer about the school rules.
For example:A: Can we listen to music,?B: We can’t listen to music in the hallways, but wecanlisten to it outside.
四、教具准备：课文录音多媒体使用：无
五、教学过程：
（一）复习旧知Review how question,
T:How do you get to school?How long does it take? How far is it from your hometo theschool.
（二）新课导学
课题【Unit 4 Don’t eat in class】
科 目【英语】 年 级【七年级】
人教新目标go for it七年级下册英语Unit 4 Don’t eat in class教案
Unit4 Don’t eat in class.Ⅰ. Analysis of the Teaching Material1.Status and FunctionIn this unit students learn to talk about school and family rules.Such a topic is so familiar to students that they must be active in all the activities in class.It is he lpful to raise learning interest and useful to improve students’ listening,speaking,reading and writing skills.(1)The first period introduces some negative imperatives first.Then students are provided with much listening and oral practice using the target language “What are the rules?”(2)In the second period students do much listening and oral practice using the words “can” and “can’t”.After this class,students know more about what they can or can’t do at school.(3)The third period provides students with much oral practice using the phrase “have to”.And the game in the last part is useful to raise learning interest.It is useful to improve spoken English.(4)In the four th period students learn to talk about what they do or don’t have to do at home.(5)In the fifth period students learn to write a letter to talk about their family rules.And they also learn to talk about some common signs.All the activities are designed to improve students’ reading and writing skills.(6)The self check in the last period is designed to give students more reinforced practice,especially writing practice.In this way,students better understand how to apply what they have learned in their daily life.2.Teaching Aims and Demands(1)Knowledge ObjectsIn this unit students learn to talk about rules.Make students learn and grasp imperatives and the usage of the words “can” and “have to”.(2)Ability ObjectsTrain students’ list ening,speaking,reading and writing skills.Train students’ integrating skills.(3)Moral ObjectAs students,we must obey school rules.3.Teaching Key PointsLearn the key vocabulary and the target language. Learn the imperatives and the words “can” and “have to”.4.Teaching DifficultiesTrain stude nts’ l istening,speaking,reading and writing skills. Learn to writea letter.5.Studying WaysTeach students how to talk about rules in daily life.Ⅱ.Teaching Guidancenguage Function: Talk about rules.2.Target Languages:Don’t eat in class! Can we wear hats? No,we can’t.We don’t have to wear a school uniform.3.StructuresImperatives. Can for permission. Modal have to.4.Key Vocabularyin class, classroom, hallway, gym, arrive,hate,go out, practice, inside, outside, uniform, sports shoes,fight,can,can’t,have to5.Learning Strategies: Scanning. Deducing.Ⅲ. Periods: Six periods.Period 1 (Section A: 1a-2d)Step 1 Revision Review some key words and language points learned in Unit 11 briefly.Point to the pictures one by one and teach students to say,Don’t arr ive la te for class.Don’t run in the hallways.Don’t eat in the classrooms.Don’t listen to music in the classrooms.Don’t fight.Write the rules on the blackboard.Read and have students repeat several times.Students open their books. Point out the list of school rules.Invite a different student to read each rule to the class.Step 2 Call students’ attention to the picture.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.Students do the activity individually.Check the answers.Answers 1.boy looking at his watch2.boy running in the hallway3.girl eating an apple4.boy with headphones5.boys sitting at desks,fightingStep 3 1bAsk students to read the five rules in activity 1a once more.Point to the three names.Say,You are to listen to a conversation.Three students are breaking the rules.Listen and write the number of the rules next to the name of the student who is breaking the rules.Play the recording for the first time.Students only listen.Play the recording again.This students listen and fill in the number of the rule after each name.Correct the answers.Answers Peter:2 Nicki:3 Joseph:4Step 4 1cInvite a pair of students to read the sample conversation to the class.Write it on the blackboard.Put students into pai rs.Say,Student A is an exchange student.He or she doesn’t know the rules in the school.Student B tells him or her about the rules in 1a.Get students to work in pairs.As they are working,move around the room offering help as needed.Get some pairs of students to present their conversation to the class.(This activity provides oral practice using the target language.)Step 5 SummaryIn this class we’ve mainly learned to talk about school rules. As students, we must obey school rules.Step Ⅵ HomeworkWrite down the rules in activity 1a without looking at books.Step 6 Blackboard DesignUnit 4 Don’t eat in class.Don’t arrive late for class. Don’t run in the hallways.Don’t eat in the classrooms. Don’t listen to music in the classrooms.Don’t fight.Reflection after class：______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____Period 2 (section A: 3a,3b,3c)Step1 RevisionT: Hello. What day is it today? What’s the weather like today?T: It is a good day today. Can we play pingpong outside?Can we run outside/in the hallways? Can we fight in the classrooms?Can we eat an apple in a dining hall? Do you like movies？Do you want to go toa movie?Today we are going to watch a short play about rules. It is made by our classmates. When you are watching the play, you should to remember what rules they are breaking. Use the sentence like : Don’t …S1: Don’t ar rive l ate for school. S2: Don’t talk in class.S3: Don’t listen to music in class.Step 2 PresentationT: Excuse me. What time does the school begin in the morning?S: It begins at …T: Yeh, so I have to arrive at school at ….What about you?What time do you have to arrive at school in the morning?S: I have to arrive at school at…T: As students, what do you have to do in the school?S: We can’t listen to … eat in class. fight. …T: What can you do at home?S: I can play computer/watch TV/sleep/talk/…at home.Step 3 Task 1: tell the reasonT: Where do y ou like to stay, at home or at school? Now I’ll give you 2 minutes to prepare for it.S: At school, I can….. I don’t have to ….At home, I can’t …. I have to…Step4 Ask and answerDo you have to get up at 6:oo?Can you watch TV on weekdays?Do you have to wash your clothes?Can you go out at night?T: Now , look at the list. These are family rules. Please ask and answer with your partner and fill in the list. Then I will ask some of you to report this list. Step 5 3aT: As you know, we have seven classes in a day. What can you do in an English class? S: We can speak English/learn English songs/…T: What can you do in the painting class?S: We can draw some pictures..T: What do you have to bring for the painting class?S: We have to bring our color pencils.T: What can you do in the PE class? Or we can say, what can you do in gym class?Step6 Task2: Design your ideal schoolT: As you are students, you have to obey the rules. Now if you have the chance tobe a headmaster, what kind of school do you want to make? Please tell us the rulesof your ideal school.You can work with your group, ask and answer like:A: Can th e students….?B: Yes, they can. / No, they can’t.Report: In our sch ool, the students can … They can’t …. They have to …. They don’t have to…. Do you like our school?Step 7 Homework:1) Copy new words. 2) Design your ideal school and write down the rulesStep 8 Bb designUnit 12 Don’t eat in class.What do you have to do in the school/at home?don’t you have to … I have to … don’t have to..What can you do in the school/at home? I can…. I can’t …Reflection after class：_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Period 3 (section B: 1a-2c)Step 1 Warming-up and revisionSing some English songs. Greet the class as usual.T: Good morning/afternoon! How are you? What’s the date today?What day is it today? What’s the weather like today? Are you happy?Learn the song “If you’re happy.”T: I’m very happy today, do you know? Please guess!Step 2 ReadingPresent the photos of Emily and Dave on Page 74(They are laughing) and ask: T: Are you happy? Why?Revise Part 1 in Section B. Then show the photo of Zhao Pei in3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules .T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.)Step 3 Class Survey1. Make a list of the rules at your houses.T: OK! There are so many rules in your houses! Now make a list of the rules at your houses. You can use Zhao Pei's list of rules as a model.Give the Ss some minutes to write. And then have some students read their lists to the class. Make language corrections as needed.2. Make a surveyFirst, point out the sample question and answer in the picture in the book. Ask two students to read it to the class.Step 4 Task2 Make the rules for school libraryT: As you are Ss, you have to obey many rules. Now if your headmaster asks you to help him make a rule for your school library, can you help him? What kind of rules do you want to make? Please tell us the rules. Work in groups. Then make a report.T: You are all good Ss. I hope you can be Ss both at home and at school. Bea good student.Step 6 HomeworkDo the exercises in the exercise books.教学反思：Period 4 (Section B: 3a-self check)Step 1 Warming-up and revision1. Greetings.2. Enjoy English songs.3. T: Are you happy? Ask some Ss to say the rules in their house.Step 2 Look and practiceT: Most of us have many rules in our house. What about the Jones family? Are there too many rules in his house? Look at the pictures and ask and answer in pairs like this:S1: Do you have to….?S2: Yes, I do./ No, I don’t.Ss practice in pairs and act out. Then show a list and let Ss make the list. Step 3 WriteT: Jones is very unhappy. H e wants to write a letter to Dr Know about the rules in his house. Imagine you are Jones, do it!Ss do this job. Then show some and enjoy their ideas.Step 4 ExplanationRevise the whole unit, and explain some important phases in class. And solve the problems the Ss have.Step 5 ExercisesDo some exercises in class and check the answers.Step 6 Home work1. Finish the exercises in Book 1-2.2. Write a letter to your pen pal and tell her /him the rules of your school or your family.教学反思：_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________七年级下册英语。
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To work inpairs and learn to cooperate.
Emotion, Attitude and Values
As Ss, we must obey the school rules.
Work in pairs, and cultivate the sense of cooperation.
We must be on time.
Can we wear a hat in class?
Yes, we can. /No, we can’t.
To talk about school rules.
To improve speaking and listening skills.
Process and method
3. Talkfreelyabout“What we can and can’t do at school?”
To activate Ss’ interestand previous knowledge.
To lead in the topic.
StepII
Presentation
(10’)
1.Show pictures and present the5 rules:
To master the structures:
Imperatives (Don’t…)
canfor permission
Model verbsmust
To master the target language:
Don’t eat in class.
We can’t arrive late for class.
Teaching Key Points
To grasp key words and expressions.
To master the target language.
To talk about school rules.
Teaching Difficulties
To master the structures of imperatives (Don’t…).
The topic ofthis unit isrules. It’s closely related to theSs’ life.And the language goal of this class period is totalk about school rulesby usingimperative sentencesand model verbs likemustandcan. According to the new curriculum standard of English, it’s an essential part of communicative English. And it aims to improve Ss’ listening and speaking skills.
Teaching Plan
王颖
滁州市第三中学
Teaching Content
Unit4Don’t eat in class.
Section A 1a-2c
(听说课)
Students
Students of Grade 7
Class Period
1
Analysis of
Teaching Materials
(3’)
1. GreettheSs.
2. Showthree pictures of the school.“Do you know these places?”
3. Brainstorm. Lead the Ss to talk freely.
1.Greet the T.
2.Speak out thenameof the places.
Teaching Aims and Demands
Knowledge and Ability
Tograspkey words and expressions:
rule, in class, hallway, arrive, dining hall, listen to, fight, outside, wear.
Don’t arrive late for class…
2.Help the Ss to graspthetargetlanguage:
Can we…?
Don’t…
You must…
3. Explain the structure of imperatives.
1.Learnthetarget language.
To talk about school rules.
Teaching Methods
Audio-Lingual Approach
Task-based Approach
Communicative Approach
CooperativeApproach
LearningStrategies
To communicate in English.
Analysis of Students
The Ss of Grade7 have great interests in English.The topic of this class is closely related to them, so they’re eager to learn how to express their feelings. Besides, they’ve learnt some imperative sentences, so it’s not difficult for them to master the target language.
To takeanactive part in class activities.
TeachingAids
MultimediaTeachingSystem
TeachingProcedures:
T’s Activities
Ss’ Activities
Purpose of Design
StepI
Warm-up
2.Learnthestructures of imperatives.