Unit 12新目标英语七下教案
人教版新目标英语七下unit 12教学设计
教学
目标
1背诵1a的短语。
2.完成听力内容。
3.自编对话。
2'
自
学
指
导
Guide One:
背1a的短语。完成1b
Guide Two
Finish Listening 1c check the answers
Guide Three:
Make a conversation with a parter like 1d and 1e
3'
教学
目标
1阅读完成对语篇的大意理解
2通过自主阅读，找出语篇中的疑难点，并通过小组合作向老师寻求帮助等多种学习方式解决问题。
2'
自
学
指
导
Guide One:
Read the passage aloud after the tape.
Translate the passage to the students
D.Where did your brother go last Sunday
15'
总结
作业
Summary.
Guide Ss to summarize what they’ve learnt
Homework
1.背诵1a的短语。Finish the.exercises.
3'
板
书
设
计
Drills：
What did you do last weekend?
A.didn’t do B.not did
C.doesn’t D.didn’t
2.My brotherhis homework yesterday morning.
人教版七年级英语下册unit12优秀教案
人教版七年级英语下册unit12优秀教案全文共3篇示例，供读者参考篇1Unit 12 of the People's Education Edition Grade Seven English textbook covers the topic of art and creativity. In this unit, students will learn about different forms of art, discuss their favorite types of art, and participate in various creative activities to express themselves.To make the most of this unit, here is an excellent lesson plan that teachers can follow:Lesson 1: Introduction to ArtObjective: To introduce students to the concept of art and its different forms.Activities:1. Show examples of different types of art such as paintings, sculptures, and music.2. Brainstorm with students about what art means to them and what forms of art they enjoy.3. Discuss the importance of art in society and how it can bea form of self-expression.Lesson 2: Famous ArtistsObjective: To learn about famous artists and their works.Activities:1. Introduce students to well-known artists such as Leonardo da Vinci, Vincent van Gogh, and Pablo Picasso.2. Show pictures of their famous works and discuss the style and themes of their art.3. Have students choose a favorite artist and create a poster about their life and works.Lesson 3: Creating ArtObjective: To engage students in creative activities to express themselves.Activities:1. Provide art supplies such as paints, crayons, and paper for students to use.2. Encourage students to create their own artwork inspired by the styles of famous artists or their own imagination.3. Have a mini art exhibition in the classroom to showcase students' works.Lesson 4: Reflecting on ArtObjective: To reflect on the role of art in our lives and society.Activities:1. Have a class discussion about how art can inspire, entertain, and provoke emotions.2. Ask students to write a reflection on what art means to them and how they can incorporate more art into their lives.3. Watch a short video about the impact of art on society and discuss its importance.By following this lesson plan, teachers can effectively cover the content of Unit 12 and engage students in meaningful discussions and activities related to art and creativity. This will not only help students improve their English skills but also develop their appreciation for art and the creative process.篇2Unit 12 of the People's Education Press seventh grade English textbook is focused on the theme of "Life in the future".In this unit, students will learn how to talk about their future plans, aspirations, and predictions. Here is an excellent lesson plan for teaching Unit 12 of the textbook:Lesson Plan:Title: Life in the futureGrade: 7Unit: 12 (People's Education Press)Theme: Future plans, aspirations, and predictionsDuration: 2 lessons (90 minutes each)Objectives:- Students will be able to talk about their future plans using the simple future tense.- Students will be able to express their aspirations for the future.- Students will be able to make predictions about the future using future tense modal verbs.- Students will be able to write a short paragraph describing their future plans.Warm-up (15 minutes):- Begin the lesson by asking students to brainstorm and discuss what they think life will be like in the future. Encourage them to think about technology, education, careers, and daily life.- Play a short video or show pictures of futuristic inventions and ask students to describe what they see.Presentation (30 minutes):- Introduce the simple future tense to students and explain its formation (will + base verb).- Give examples of how to talk about future plans using the simple future tense.- Practice with students by asking them to talk about their own future plans using the simple future tense.- Introduce future tense modal verbs (will, might, may) for making predictions about the future.- Give examples of how to make predictions using future tense modal verbs.Practice (30 minutes):- Divide students into pairs and ask them to discuss and write down their future plans using the simple future tense.- Monitor and provide assistance as needed.- Ask some pairs to share their plans with the class.Production (15 minutes):- Ask students to write a short paragraph (5-7 sentences) describing their future plans using the simple future tense.- Provide a writing prompt to help guide students in their writing.- Allow students to share their paragraphs with the class.Review and Assessment (15 minutes):- Review key concepts and vocabulary from the lesson.- Ask students to complete a short quiz or worksheet to assess their understanding of the simple future tense and future tense modal verbs.- Provide feedback and address any misconceptions.Homework:- Assign students to write a diary entry about a day in their future life using the simple future tense.By following this lesson plan, students will be able to effectively communicate their future plans, aspirations, andpredictions in English. This lesson plan incorporates various activities to engage students and reinforce key language concepts related to the theme of "Life in the future" in Unit 12 of the People's Education Press seventh grade English textbook.篇3Unit 12: You’re supposed to shake handsTeaching Objectives:1. Students will be able to understand the cultural differences in greetings between different countries.2. Students will be able to use the target language for greetings appropriately.3. Students will be able to reflect on the importance of cultural understanding and respect.Teaching Procedures:Step 1: Warm-up (10 minutes)- Begin the class by showing a video clip of people from different cultures greeting each other. Ask the students to share their thoughts on the various greetings they saw.- Discuss the importance of greetings in different cultures and how they can vary from country to country.Step 2: Presentation (15 minutes)- Introduce the target language for greetings and practice pronunciation with the students.- Show a slideshow or video presentation of common greetings in different countries, emphasizing the cultural significance of each greeting.- Have students take notes on the different greetings and their cultural meanings.Step 3: Practice (20 minutes)- Divide the class into pairs or small groups and have them practice the target language greetings with each other.- Encourage students to think about the appropriate greetings for different situations (formal vs. informal, meeting strangers vs. meeting friends).- Monitor and provide feedback as needed.Step 4: Cultural Understanding (15 minutes)- Engage the students in a discussion about the importance of cultural understanding and respect when greeting others.- Ask students to reflect on a time when they may have misunderstood a greeting in a different culture and how they could have handled the situation better.- Encourage students to think about ways they can show respect for other cultures in their daily lives.Step 5: Review and Assessment (10 minutes)- Review the target language greetings with the whole class and assess student understanding through a quick quiz or game.- Encourage students to continue practicing their greetings outside of the classroom and to explore more about different cultures and their greetings.Homework:- Ask students to research a different culture and its traditional greetings, and to write a short reflection on what they learned.By following this detailed lesson plan, students will not only learn the target language for greetings but also gain a deeperunderstanding of the importance of cultural awareness and respect.。
人教版英语七年级下册Unit12SectionA(1a2c)教学设计
4.引导学生观察图片并回答问题，教师揭示本节课的主题：“Yes, today we are going to learn about holidays and activities.”
（三）学生小组讨论
1.教师将学生分成小组，每组讨论以下问题：“What do you like to do on holidays? Why?”
2.学生在小组内分享自己的观点，使用一般现在时态进行表达，如：“I like to go to the mountains because it's quiet and beautiful.”
3.教师巡回指导，关注学生的讨论过程，及时给予帮助和鼓励。
4.每个小组选取一名代表，向全班汇报讨论成果，其他小组成员认真倾听并给予评价。
5.教师对学生的讨论进行点评，强调重点语法和词汇的运用。
（四）课堂练习
1.教师呈现2a部分的练习，要求学生根据听力材料，完成相应的任务。
2.学生独立完成练习，提高听力理解能力。
b.制作一张关于节假日活动的手抄报，用英文展示所学知识，提高学生的动手能力和审美意识。
作业要求：
1.学生应在课后认真完成作业，注意书写规范，保证作业质量。
2.家长要关注学生的学习情况，协助学生完成口语作业，并及时给予反馈。
3.教师在批改作业时，要关注学生的错误类型，给予针对性的指导和建议。
4.鼓励学生在完成作业的过程中，积极思考、主动探索，提高自主学习能力。
人教版英语七年级下册Unit12SectionA(1a2c)教学设计
新目标七年级英语下册Unit12教案
新目标七年级英语下册Unit12:教案The First periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey V ocabulary:in class, rule, hallway, classroom, Mrs., flight School RulesDon't arrive late for class.Don't run in the hallway.Don't cat in the classrooms.Don't listen to music in the classrooms.Don't flight.Target language:What are the rules?Well, we can't arrive late for class.2.Ability objectsTrain students' listening and speaking skills.3.Moral ObjectAs students, we must obey school rules.Ⅱ.Teaching Key pointsThe school rules and the target language.Ⅲ.Teaching DifficultiesLearn to talk about the school rules.Train students' listening and speaking skills.Ⅳ.Teaching MethodsScene teaching method.Listening and oral practicing methods.Ⅴ.Teaching AidsPictures.A projector.A tape recorder.Ⅵ.Teaching ProceduresStep ⅠRevisionReview some key words and language points learned in Unit 11 brieflyStep Ⅱ 1aFocus attention on the five rules written under "School Rules". Read the list to the class. Then rea d the list again, using simple explanations or acting out some rules to make clear the meaning of e ach one. For example, point to your watch: Class starts at 9:00. Don't arrive late for class. 9:05 is l ate. 9:10 is late. If you come to class at 9:10, you are breaking the rules. 9:00 is not late. Don't arri ve late for class. Repeat. Don't arrive late for class.Point out the students in the picture and the boxes next to them. Say, Each of these students is brea king one of these rules. Write the number of the rule each student is breaking in the box next to hi m or her. Point out the sample answer.Check the answers.(This activity introduces the key vocabulary.)Step Ⅲ 1bPoint to the five rules in activity la. Ask a different tudent to read each rule to the class.Point to the picture. Ask different students to say the ules that the students are breaking in the pict ure.Say, This conversation tells about three students. The students are breaking rules. Point out the dir ection line and the space after each name. Say, Write the number of the rule next to the name of th e student who is breaking that rule.Play the recording the first time. Students only listen.Play the recording a second time. As they listen to the recording this time, students fill in the numb er of the rule after each name.Correct the answers.(This activity gives students practice in understanding the target language in spoken conversation.)Step Ⅳ 1cPoint out the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A is from another country. He or she doesn't know the rules of this school. Student B tells him or her the rules from activity la.As the pairs talk, move around the room monitoring their work. Offer language or pronunciation s upport as needed.Ask several pairs to present one or more of their conversations to the class.Say, Now let's talk about the rules of our school. Student B is from another country. Student A tells him or her about the rules of our school.Again, move around the room monitoring progress and offering help as needed.(This activity provides guided oral practice using the target language.)Step Ⅴ SummaryIn this class we 've mainly learned to talk about school rules. As students, we must obey school rul es.Step Ⅵ HomeworkWrite down the rules in activity 1a without looking at books.Ⅶ. Post scriptUnit12 Don’t eat in class.The Second periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey Vocabulary:outside, cafeteria, have toTarget language:A: What are the rules at your school?B: Don't run in the hallways and don't arrive late for school.2.Ability objectsTrain students' listening and speaking skills.3.Moral ObjectDo what you can and don't do what you can't either at school or aomewhere elseⅡ.Teaching Key pointsLearn to talk about rules using the target language.Ⅲ.Teaching DifficultiesThe target language.Train students' listening and speaking skills.Ⅳ.Teaching MethodsListening and oral practicing methods.Teaching by explanation.Ⅴ.Teaching AidsPictures.A projector.A tape recorder.Ⅵ.Teaching ProceduresStep ⅠRevisionShow the same pictures as in activity 1a on the screen by a projector to talk about school rules.Step Ⅱ 2a(This activity gives students practice in understanding the target language in spoken conversation.) Point to the picture in activity 2a. Ask students to tell what they are doing. (They're talking.) Say, Listen to their conversation. They're talking about school rules.Play the recording the first time. Students only listen.Say, Now listen again. This time, put a checkmark next to the activities they're talking about. Point out the sample answer.Play the recording a second time. Students put checkmarks next to the activities they hear. Correct the answers.Step Ⅲ 2bPoint out the list of can and can't in the chart in activity 2a.Say, Now listen to the recording again. This time,circle can or can't to show which things Alex and Christina can and can't do at their school. Point out the sample answer for number 1.Play the recording and have students circle the answers.Correct the answers.(This activity provides further listening practice using the target language.)Step Ⅳ 2cPoint out the sample conversation and have a pairo students read it to the class.Say, Now work with a partner. Student A is Alex am student B is Christina. Alex tells Christina ab out the rules at your school Change roles so that both of you practice both parts.As students work in pairs, move around the room monitoring progress and offering assistance, if n eeded.Ask some pairs to present their conversations to the class.(This activity provides guided oral practice using the target language.)Step Ⅴ SummaryIn this class we do more listening and oral practice talking about what you can or can't do at schoo l.Step Ⅵ HomeworkCopy and recite the questions and answers in the grammar box.Ⅶ. Post scriptUnit 12 Don’t eat in class.The Third periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey V ocabulary:sneakers, gymtarget language:John, you have to wear sports shoes for gym class.At school, we have to clean the classroom.2.Ability objectsTrain students' ability to use words in contest.Train students' speaking skill.3.Moral ObjectIt's a little difficult to learn to use the words "have to" and "can". You need much practice. Ⅱ.Teaching Key pointsThe target language.The usage of the words “have to” and “can”.Ⅲ.Teaching DifficultiesThe target language.The usage of the words “have to” and “can”.Ⅳ.Teaching MethodsTeaching by pictures.Oral practicing method.Ⅴ.Teaching AidsPictures.A projector.Ⅵ.Teaching ProceduresStep ⅠRevisionReview what students have learned in previous classes.Step Ⅱ 3aCall attention to the three pictures. Read the sentences in the speech bubbles, saying blank each ti me you come to a blank line.Then point to the three words. Say the words and ask students to repeat each one.After that, ask students to fill in the blank in each picture with one of the words from the box. As s tudents work, move around the room answering questions as needed.Check the answers.(This activity introduces more key vocabulary.)Step Ⅲ 3bPoint out the conversation in the speech bubbles and ask two students to read it to the class. Ask st udents to explain what have to means. (It means something is necessary. It must be done. You hav e no choice about it.)Ask several pairs of students to read the conversation to the class.Say, Now please change some of the words and make your own conversations. Ask and answer qu estions about the rules of this school. Give true answers.Ask pairs of students to make up their own conversations. Move around the room offering languag e support as needed.Ask some pairs to present their conversations to the class.(This activity provides oral practice using the target language.)Step Ⅳ 4Say, You will write down six rules. What rules can you think of? Remember to use can and have to .Write some responses on the board.Then say. Work on your own. Write a list of six rules. You can use the ones on the board or other o nes we have talked about.When students have finished writing their lists, have them put their papers in a bag. Without looki ng, they take another paper from the bag.Say, Now go around the room. Ask if people can do the things on your list. Find the person who h as the list of rules that you wrote. Allow ten minutes for students to find who have their lists.Ask some students to read their lists to the class. Answer any questions other students have about t he lists. You may wish to write some new items on the board so students can learn new words. Alternatively, if you would prefer not to have your students more around the room, you can ask th em to do this activity in groups of four.(This game provides oral practice using the target language.)Step Ⅴ SummaryGet students to read the target language on the blackboard again. Underline the words “have to w ear”, “have to clean”, “don’t have to wear”. Explain to students how to use the words correctly.Step Ⅵ HomeworkCopy and write down all the target language learned in this class without looking at the books. Ⅶ. Post scriptUnit 12 Don’t eat in class.The Fourth periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsTarget language:Don’t watch TV after school.Don’t go out on school nights.Do your homework after school.2.Ability objectsTrain students’ listening skill.Grasp the imperatives.3.Moral ObjectYou may have many rules at home.Maybe you don’t like some of them. Maybe you think your parents are too strict with you . In fact, parents do love you.Ⅱ.Teaching Key pointsThe target language.The imperatives.Ⅲ.Teaching DifficultiesThe target language.The imperatives.Train students’ listening skill.Ⅳ.Teaching MethodsListening method.Pairwork.Ⅴ.Teaching AidsA tape recorder.A projector.Ⅵ.Teaching ProceduresStep ⅠRevisionStudents talk about school or home rules using “can’t”, “can’t”, “have to” and “don’t have to”.Step Ⅱ 1Focus attention on the four pictures. Ask students to ell what they see in each picture, using whate ver words hey can. If necessary, supply the words or sentences and ask the class to repeat. Say a se ntence or two about each picture. What's he doing? He's doing homework. Repeat. He's doing ho mework. The class repeats.Point out the list of rules. Say each rule and ask students to repeat. Then ask students to match each rule with one of the pictures. Say, Write the letter of each picture on the bla nk line in front of one of the rules. Point out the sample answer.Check the answers.(This activity introduces more key vocabulary.)Step Ⅲ 2aSay, This time, please put a checkmark under Emily or Dave after each rule that Dave has at his ho use 'and each rule that Emily has at her house. Point out ,the sample answer. Play the tape again and have students make check- J marks. You may wish to play the tape more th an once at this point.Correct the answers.(This activity provides listening and writing practice using the target language.)Step Ⅳ 2bSay, Now listen to a conversation between Dave and Emily. Listen carefully to their questions and answers.Play the tape. Students only listen.Say, Now number the rules in the order Dave and Emily talk about them. The first rule Emily talks about is Don't go out on school nights. The number 1 is in the blank in front of that rule to show t hat it is the first rule that Dave and Emily talk about.Play the tape again. This time students write in the numbers 1-4 as Dave and Emily talk about eac h rule.Check the answers.(This activity provides listening and reading practice using the target language.)Step Ⅴ 2cSay, Now talk about the rules in your house. What ,can and can't you do? What do you have to do? Word with a partner.As students talk, move around the room, monitoring conversations and offering language support as needed.Have some pairs of students present their conversations to the class.(This activity provides guided listening and speaking practice using the target language.)Step Ⅵ SummaryIn this class we’ve mainly talked about home rules. No matter how you like or don’t like these rules, you must understand and respect your parents.Step Ⅶ HomeworkMake up some imperative sentences.Ⅶ. Post scriptUnit 12 Don’t eat in class.The Fifth periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey V ocabulary:Dr, by, wash, No talking.Talking about family rules.2.Ability objectsTrain students’ reading and writing skills.3.Moral ObjectEveryone has family rules. If you think some of them are unfair, talk with you parents. They wil l understand you.Ⅱ.Teaching Key pointsThe letter, the list of family rules and the signs in activities 3a and 3b.Ⅲ.Teaching DifficultiesTrain students’ reading and writing skills.Ⅳ.Teaching MethodsReading and writing methods.Ⅴ.Teaching AidsThe blackboard.A projector.Ⅵ.Teaching ProceduresStep Ⅰ RevisionAsk some students to say their sentences to the class.Step Ⅱ 3aCall attention to the letter and point out the opening, Dear Dr Know. Explain that this is a letter to a newspaper writer. Zhao Pei is writing to get some advice.Read the letter to the class or ask a student to do this. Answer any questions students may have. Ask students to work alone. Have students read the letter and write the numbers 1 through 8 in fro nt of the sentences that talk about rules. Then ask students to write the rules on the blank next to th e letter.Correct the answers.(This activity provides reading practice using the target language.)Step Ⅲ 3bCall students' attention to the pictures. Ask different .students to explain what the pictures mean. Point out the sample answer. Say, Now you have to write rules to match the rest of the pictures. Students do the activity individually. As they work, move around the classroom monitoring progre ss and offer help as necessary.Check the answers.(This activity provides guided writing practice using the target language.)Step Ⅳ 3cSay, Now write a letter to Dr Know. Tell Dr Know about the rules in your house. Remind studentsthat they talked about these rules in activity 2c.Ask several students to read their letters to the class.(This activity provides personalized writing practice using the target language.)Step Ⅴ 4Ask students to make a list of the rules in their houses. Have the students use Zhao Pel's list of rul es as a model.Have some students read their lists to the class. Make language corrections as needed.Point out the sample question and answer in the speech bubbles. Ask two students to read it to the class.Ask students to move around the room and ask each other questions. Their job is to find other stud ents who have the same rules.When student A finds another student with the same rule, student A writes the other student's name next to that rule on his or her list.You may wish to do a quick check to see which rules are most common.Alternative: If you would prefer not to have your students move around the room, you can ask the m to do this activity in groups of four. They survey the other members of their group to find who h as the same rules as they do.(This activity provides listening, speaking, reading and writing practice using the target language.)Step Ⅵ SummaryIn this class we’ve done much reading and writing practice talking about family rules.Step Ⅶ HomeworkAfter class, write a letter to your parents to let them know what you think of the rules.Ⅶ. Post scriptUnit 12 Don’t eat in class.The Sixth periodⅠ.Teaching Aims and Demands1.Knowledge ObjectsReview all the key words in this unit.Make a list of family rules and write a letter to Dr. Know.2.Ability objectsTrain students’ writing skill.3.Moral ObjectPlease wear a helmet while riding. Otherwise, It’s dangerous.Ⅱ.Teaching Key pointsReview all the words in this unit.Make a list of family rules and write a letter to Dr. Know.Ⅲ.Teaching DifficultiesMake a list of family rules and write a letter to Dr. Know.Ⅳ.Teaching MethodsWriting method.Asking and answering method.Ⅴ.Teaching AidsPrinted papers.A projector.Ⅵ.Teaching ProceduresStep Ⅰ RevisionInvite a few students to read their letters to parents to the class.Step Ⅱ 1Ask students to check all the words they know.Get students to find out the meanings of the words they don’t know by reviewing the lessons, asking the teacher, asking classmates or looking up in a dictionar y.(This activity provides a comprehensive review of all key vocabularies presented in this unit.)Step Ⅲ 2Ask students to write five new words in their Vocab-builder. Then ask them to exchange their boo ks with a partner to share the words with each other. At the same time, invite a student to write his or hers on the blackboard to share them with the whole class.Tell students to read their words aloud to try to memorize them.(This activity helps students to build vocabulary.)Step Ⅳ 3Draw students’ attention to the pictures. Say, These pictures show that what the Fraser family mu st or mustn’t do. Look at picture 1. It shows that they mustn’t talk loudly. So we write “Don’t talk loudly.” in the box. Please look at the other pictures carefully and write the rules down in th e box.Have students write the rules on their own.Check the answers.Step Ⅴ Just for fun!Let all the students read the conversation in the cartoon pictures.Ask, Why is the cartoon funny? Help students to say, The helmet is too large.Step Ⅵ SummaryIn this class we’ve reviewed the key words presented in this unit and talked more about the family rules. In the end we’ve also practiced writing a letter. This is useful for us to improve our writing skill.Step Ⅶ HomeworkReview all the words and language points learned in this unit.Prepare for the final-term examination. Ⅶ. Post script。
新目标英语七年级下册Unit 12教案
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。
人教版七年级英语下册Unit12Whatdidyoudolastweekend教学设计
-教授动词过去式变化规则，并通过练习进行巩固。
2.教学目的：
-帮助学生掌握一般过去时态的语法结构，理解其用法。
-让学生学会动词过去式的变化规律，为实际运用打下基础。
（三）学生小组讨论
1.教学活动设计：
-教师将学生分成小组，每组选择一个周末活动的话题，如：go shopping，go to the movies，play soccer等。
四、教学内容与过程
（一）导入新课
1.教学活动设计：
-教师以提问方式引导学生回顾上一单元的主题，如：“Can you remember what we talked about last unit? What activities do you like to do in your free time?”
二、学情分析
针对人教版七年级英语下册Unit 12 "What did you do last weekend?"，学生在之前的学习中已经掌握了基本的英语语法和词汇，能够运用一般现在时态描述日常生活。在此基础上，他们对于一般过去时态的掌握处于初步阶段，需要在本章节的学习中进行巩固和提高。
七年级的学生正处于青春期，好奇心强，喜欢分享自己的经历和见闻。因此，在本章节的教学中，教师应充分利用学生的这一特点，引导他们用英语表达过去发生的活动，激发学生的学习兴趣和表达欲望。
人教版七年级英语下册Unit12Whatdidyoudolastweekend教学设计
一、教学目标
（一）知识与技能
1.学生能够掌握并熟练运用一般过去时态描述过去发生的事情，如：“I went to the park last weekend.”。
七年级英语下册Unit12英文教案(新人教版)
七年级英语下册Unit12英文教案(新人教版)Unit 12 You ’re supposed to shake hands.Part 1: Teaching design (第一部分：教学设计)Structures: Supposed to ＋ infinitiveTarget language: How was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…Learning strategies: Comparing, Listening for key wordsSection AGoals●To learn to use the structure Supposed to ＋ infinitive●To listen and talk about what people are supposed to doProceduresWarming up by learning about the structure Supposed to ＋ infinitiveTurn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used?What are you supposed to do when you meet someone?You’re supposed to kiss.You’re not supposed to shake hands. When were you supposed to arrive? I was supposed to arrive at 7:00.You should have asked what you were supposed to wear.1a Looking, listening and matchingHello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.TapescriptBoy1: What are people supposed to do when they meet in your country, Celia?Girl1: Well, do you mean when friends meet for the first time?Boy1: Yeah.Girl1: Well, in Brazil, friends kiss.Boy1: What about in Mexico, Rodriguez?Boy2: In Mexico we shake hands.Boy3: We bow.Girl2: And in Korea we also bow.Boy1: Well, I guess in most Western countries we shake hands.1b Listening and checkingYou are supposed to listen for a second time to check your answers in 1a.CountriesCustoms 1. c Brazila. bowb. shake handsc. kiss2. b the United States3. a Japan4. b Mexico5. a KoreaNow you can turn to page 135 to read the tapescript. Whilereadingcircle the connectives and underline the expressions.1c Doing pairworkWhat do people do when they meet for the first time? Now inpairs telleach other what you know about meeting for the first time. You are sopposed to use the Supposed to＋infinitive structure, OK?A: What are people in Korea supposed to do when they meet for the first time?B: They’re supposed to bow.A: What are people in the United States supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in China supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in Mexico supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in Brazil supposed to do when they meet for the first time?B: They’re supposed to kiss.A: What are people in your city supposed to do when they meet for the first time?B: They’re supposed to wave their hands.2a Listening and checkingMaria, an exchange student from India, went to her AmericanFriend Dan’s place an d had dinner there. Now listen to the tapefor the mistakes Maria made there.TapescriptBoy: Hi, Maria. How was Paul’s party?Girl: Oh, Dan, it was a disaster.Boy: It was?Girl: Uh-huh.Boy: What happened?Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.Boy: Oh, so you were late.Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later!Boy: I see.Girl: Then when I met Paul’s mom, I kissed her.Boy: And you were supposed to shake hands instead.Girl: That’s right. AND I wore a fancy dress.Boy: What’s wrong with that?Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans.Boy: I guess you should have asked what you were supposed to wear.Now you may check√the mistakes by Maria on page 95.Maria’s mistakes√Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes2b Listening and fillingTo fill in the blanks on page 95 you are supposed to listen to thetape one more time.TapescriptMariA: I was supposed to arrive at 7:00 but I arrived at 8:00.MariA:In my country it’s different. When you’re invited for 7:00, you’re supposed to come later.Dan:Boy: And you were supposed to shake hands instead.MariA: That’s right. And I wore a fancy dress.Dan: I guess you should have asked what you were supposed to wear.Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.Li Hong: I was supposed to get up at 7:00 but I got up at 8:00.Li Hong: In my home it’s different. When you’re asked to getup at 7:00, you’re supposed to get up later.Wang Bin: And you were supposed to do the morning exerciseinstead.Li Hong: That’s right. And I took my school backpack.Wang Bin: I guess you should have asked what you were supposed to take.2c Doing pairworkYou are supposed to role play the conversation between Mariaand Dan. And you are supposed to use the information fromactivities 2a and 2b.A:How was the dinner at Paul’s house last nigh t?B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.A:Why was that? Why didn’t you arrive earlier?B: But in my country it’s different.A: What is the difference?B: When you’re invited for 7:00, you’re supposed to come later!A:So you didn’t arrive at 7:00..B: When I met Paul’s mom, I kissed her.A: But you were supposed to shake hands instead. We don’t kiss eachother when we are only friends.B:But I didn’t know that then.A: What did you wear?B: I wore a fancy dress.A: What’s wrong with that?B: It was a barbecue, you know. Everyone else was wearing a T-shirtand jeans.A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.3a Reading and fillingOn page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.Teresa LopezFrom Cali, Colombia Marc LeBlancFrom Lausanne, SwizerlandWhere I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visi t a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.And now you are supposed to fill in the chart.Attitude about…Colombia SwitzerlandBeing on time Pretty relaxed about time very important to be on timeVisiting a friend’s house Often just drop by friends’house never visit a friend’s house without calling firstMaking plans with friends Don’t usually have to makeplans to meet friends usually plan to do something interesting, or go somewhere together3b Doing pairworkNext you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.A: What kinds of rules do they have in Colombia?B: Well, they have pretty relaxed rules.A: Like what?B:Well, it’s ok if you’re not on time.A: Could you give me an example?B:Sure. If they tell a friend they’re going to his or her house fordinner, it’s okay if they arrive a bit late.A:Do they often visit friends’ house?B:Yes, they do. It is very important to them. They often just drop by their friends’ homes.A: Do they have to make plans to do that?B:They don’t usually have to make plans to meet their friends. Often they just wal k around thetown center, seeing as many of our friends as we they！B: What kinds of rules do they have in Switzerland?A:It’s very important for them to be on time.B:Because they’re the land of watches?A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00.B: If you are even fifteen minutes late, may your friend get angry?A: Yes, they do.B:Do they often visit a friend’s house?A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.4 Doing pairworkAn exchange student from England is coming to your school forclasses. You are supposed to fill in the chart below on page 96with things he is supposed to do inside and outside theclassroom.Items You are supposed to …Greeting teachers Say, “Good morning” in the morningDoing homework At home or in school after classPhoning someone Say, “Ni Hao, I’m …”Visiting someone’s place Call first, and knock at the doorMaking plans with friends Discuss the plan, call to make changes Being on time Always on time or little earlierGiving gifts Festival gifts being necessary……Now you are supposed to role play a conversation based on thechart you just filled in.A conversation between you and an exchange student from BritainA: How do you do?B: How do you do? Are you a new exchange student?A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?B: Sure. To g reet the teachers you say, “Good morning” in the morning, “Good afternoon” in the afternoon.A:And “Good evening” in the evening. That’s the same as we do inBritain.B: For homework you may do it at home or in school, but always afterclass.A: Can I do it at class?B:No, you can’t, because you have lots to do then.A: What do I have to do at class?B: You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,and to read Learning English!A: Learning English? Am I have to learn English here?B:Yes, you have to learn English, too. If you don’t, you will fail the English exams.A: But I am a native speaker of English!B: But you are poor at English grammar! There are lots of grammar items in the English exam. A: But I can listen, speak, read and write in English. Is that not enough?B:I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.A: All right. I agree to take all those exams in English, and on grammar.B:And to phone someone you say say, “Ni Hao, I’m …”A:“Ni Hao, I’m …”B: Right. You are learning fast. You are smart.A:What about visiting someone’s place?B: Call first, and knock at the door.A: What should I do to make plans with friends?B: Discuss the plan with them. Call to make changes before it is too late.A: Do I have to be on time?B:It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves.A:That’s also the same as we do back at Britain.A: And giving gifts? I hear that you give many gifts on many occasions.B:Yes, we do. But you can’t give gifts to the teachers in orderto pass the exams, and the English grammar exams!Closing down by competingTo end this English class you are supposed to take acompetition. You are supposed to say as many sentences withthe Structure: Supposed to＋infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.Section BGoals●To listen and talk about table manners●To read about life as an exchange studentProceduresWarming up reading aloud to the tapeHello, it’s nice to meet you on this cool lovely morning! To begin with,listen and read loud to the recording of the text on page 96. But try notto look at the text while listening and reading it aloud.1 taking a quizOn page 97 is a chart with 5 sentences. Read them and circle T for true and F for false.Mind your manners! True orfalse?1. In the United States, you’re not supposed to eat withTyour hands.2. In Peru, you’re not supposed to talk at the table. F3. In China, you’re not supposed to pick up your bowl ofTrice.4. In Korea, the youngest person is supposed to start F2a Listening and numbering2b Listening and matchingFinally you are supposed to read the tapescript carefully. While you are reading you are supposedto underline all the expressions, blacken all the connectives and all examples of the Supposed to＋infinitive Structure.2c Doing pairworknever gain weight.A: Wonderful. I eat a lot. I like to eat nice things and keep slim at the sametime.B: Come to Korea then.A: Is Korean food chiefly made of vegetables?B: Yes, it is. Seasonings include garlic, red peppers, scallions, soy sauce, fermented bean paste, ginger and sesame oil.A: Who eat first, the old or the young?B: Of course, the oldest eat first. They are respected most in our country.…3a Reading and answeringTurn to page 98 and read the e-mail message to answer the questions followed.Subject: Table Manners！From: Wang KunDear Lindsay,Thanks for your message. Yes, I’m having a great time on my exchange program in France. It’s even better than I thought it would be. I was a bit nervous before I arrived here, but there was no reason to be. My host family is really nice. They go out of their way to make me feel at home. And you wouldn’t believe how quickly my French has improved！I’m very comfortable speaking French now. Although I still make lots of mistakes, it doesn’t bother me like it used to. My biggest challenge is learning how to behave at the dinner table. As you can imagine, things are really different from the way they are at home. For example, you’re not supposed to put your bread on your plate. You are supposed to put it on the table！I thought that was pretty strange at first, but now I’m used to it. You’re not supposed to eat anything with your hands except bread, not even fruit！（You have to cut it up and eat it with a fork.）Another thing is that it is very rude to put your hands in your lap. You should always keep your hands, but not your elbows, on the table. I have to say, I find it difficult to remember everything, but I’m gradually getting used to things, and don’t find them so strange any more. I’ll write soon and tell you more about life in France. Hope you’re having a good school year.Wang KunNow as you have finished reading the message, you are supposed to answer the five questions as follows:1.Why was Wang Kun nervous before she arrived in France? →Because she had no idea of thelife in France.2.Why did she have no reason to be nervous? →Because her host family is really nice. Theygo out their way to make her feel at home.3.What differences have occurred in her French? →Her French has improved great ly. She’svery comfortable speaking French now.4.What does she find surprising? →You’re not supposed to put your bread on your plate. Youare supposed to put it on the table！5.What is one particular challenge she is facing? →Her biggest challenge is learning how tobehave at the dinner table.3b Writing an e-mail messageImagine you are Steve, an exchange student studying in Japan. You are to email your friends about the table manners in Japan.Subject: Table Manners！From: SteveHere are some things that you need to know about table manners when you visit Japan. First of all, you should remember:Blowing your nose in public, and especially at the table, is considered bad manner.It is considered good manner to empty your dishes to the last grain of rice.Talking about toilet related and similarly disappetizing topics during or before a meal is not appreciated by most people.Unlike in some other parts of East Asia, it is considered bad manner to burp.After finishing eating, try to place all your dishes in the same way as they were at the start of the meal. This includes replacing the lid of dishes which came with a lid and replacing your chopsticks on the chopstick holder or into their paper slip, if applicable.3c Writing about table manners in ChinaSubject: Table Manners！From: YanfeiOf course, the main difference on the Chinese dinner table is chopsticksinstead of knife and fork, but that’s only superficial. Besides, in decentrestaurants, you can always ask for a pair of knife and fork, if you find thechopsticks not helpful enough. The real difference is that in the West, youhave your own plate of food, while in China the dishes are placed on the table and everyone shares. If you are being treated to a formal dinner and particularly if the host thi nks you’re in the country for the first time, he will do the best to give you a taste of many different types of dishes.The meal usually begins with a set of at least four cold dishes, to be followed by the main courses of hot meat and vegetable dishes. Soup then will be served (unless in Guangdong style restaurants) to be followed by staple food ranging from rice, noodles to dumplings. If you wish to have your rice to go with other dishes, you should say so in good time, for most of the Chinese choose to have the staple food at last or have none of them at all.Perhaps one of the things that surprise a Western visitor most is that some of the Chinese hosts like to put food into the plates of their guests. In formal dinners, there are always “public” chopsticks and spoons for this purpose, but some hosts may use their own chopsticks. This is a sign of genuine friendship and politeness. It is always polite to eat the food. If you do not eat it, just leave the food in the plate.People in China tend to over-order food, for they will find it embarrassing if all the food is consumed. When you have had enough, just say so. Or you will always overeat!4 Doing groupworkYou are supposed to help visitors to China. Now turn to page 98 and make a list of things they are supposed to in the different situations listed there in the chart.Eating meals with other peopleLet the other people order the dishes. Try to pay the bill yourself.Giving complimentsGive a sincere compliment always. Show modesty when given compliments.Introducing other peopleIntroduce the young to the old. Stand while being introduced.Making a toast at dinnerMake a toast to your quests first. Drink up the wine when being toasted.Making appointmentsKeep your appointments with others. To cancel an appointment, call or send handphone message one day or two days before the date.Offering teaOffer others tea with a clean cup. Add more tea when the cup is emptied.Speaking to old peopleAlways speak to the old politely and loudly when necessary.Closing down by looking and sayingLook at the picture below and say something about their table manners.SELF CHECK1 Filling in blanksTo test your learning turn to page 99 and fill in the blanks with a word in its correct form.arrive meet spend behave imagine1.People in Japan and people in America behave differently at the dinner table.2.You can imagine how different the table manners here are from ours.3.In Singapore, the trains always arrive on time. They are never late.4.On Chinese New Year, people like to spend time with their families.5.I usually meet my friends in the library on Friday nights.2. Reading and finishingFan Ling has been to a western country. She wrote an article telling about her experience in a restaurant there. Now read it on page 99 and finish her story as you like. While reading, blacken the connectives, underline the expressions and circle the structure of Supposed to＋infinitive. When I first ate in a western restaurant, I didn’t know what I was supposed to do. Everything was unfamiliar. I was used to eating with chopsticks and a spoon, but I had to eat with a knife, a fork and a spoon. And I had, not just one set to use, but two or three of each. Questions crowded my mind. Was I supposed to begin with the largest ones or the smallest? Was I supposed to start at the outside and work in or the inside and work out? Was I supposed to hold the spoon in my left hand or my right hand? What I finally decided to do was to look up at how the others behave themselves at the table. I found that the man opposite to me was looking at me. It seemed that he was also a newcomer and not able to eat a western meal, either. We burst into laughter. And then3 Completing the crosswordOn page 99 is a crossword. Read the clues on the left to finish to finish the crossword on the right.Just for Fun!Across1. Sheep sound (3)3. Neither liquid nor gas (5)5. Humour (3)Down1. Road passenger transport (3)2. Permit (5)4. Shortened form of Dorothy (3)Before you read, go over the new words on page 154.After you read, copy all the expressions into your ExpressionBook.Part 2: Teaching Resources (第二部分：教学资源)I.What is an exchange student?An exchange student is a student (almost always of high school age) who temporarily goes abroad and lives with a host family in a foreign country, and attend school there. That host family often also sends a child of theirs abroad, usually to the same country as the student they are hosting. In this way, the two students are said to have been "exchanged," essentially temporarily trading countries with each other.II. Tips and Pitfalls of American table manners●Posture"Elbows, elbows, if you're able -- keep your elbows off the table!"●Eating SoupDip the spoon into the soup, moving it away from the body, until it is about two-thirds full, then sip the liquid (without slurping) from the side of the spoon (without inserting the whole bowl of the spoon into the mouth).●Offering FoodIt is best to phrase each offer of food as if the dish has just been brought out for the first time. ●"Please Pass the Salt"The proper response to this very simple sounding request is to pick up both the salt and the pepper and to place them on the table within reach of the person next to you.●Removing Inedible Items from the MouthThe general rule for removing food from your mouth is that it should go out the same way it went in.。
人教版英语七年级下册Unit12SectionA(2d–3c)教学设计
四、教学内容与过程
（一）导入新课
1.教师通过向学生展示一组生日庆祝的图片，引发学生对生日话题的兴趣，激活他们的背景知识。
“Boys and girls, look at these pictures. Can you guess what they are about? Yes, they are about birthday celebrations. Today we are going to learn something about birthday celebrations.”
3.运用一般现在时和一般过去时描述生日庆祝活动，帮助学生掌握时态的运用。
“When we talk about birthday celebrations, we can use both simple present tense and simple past tense. For example, 'I usually have a party on my birthday.' or 'I had a wonderful birthday party last year.' Let's practice some more sentences together.”
“Listen carefully to your classmates and give them your feedback. You can ask questions or make comments.”
（四）课堂练习
1.教师呈现3a部分的练习题，指导学生完成阅读理解任务。
“Now let's move on to 3a. Here is a reading comprehension exercise about birthday celebrations. Please read the passage and answer the questions.”
人教版英语七年级下册教案第十二单元unit12
仿造对话，学会运用
1．学生两人一组仿照3a的对话。
2．请几组学生在全班交流，师生共同评价。
Step 3 Work on 3b
运用语法规律完成练习
1．学生四人一组试读短文，确定短文时态。
2．全班交流，教师通过追问“why?”，培养学生联系上下文整体理解的阅读策略。
T: Let’s play a game.
1．老师先在黑板上画自己周末做的事情，学生猜。(可使用图片或照片)
2．请一些学生到黑板上画自己的周末活动，其他学生猜。
更多练习，巩固加深
小结
作业布置
1. Remember the sentences in the Grammar Focus.
2. Think of six interesting things you did in the last month. Then write them down in English.
She is a little tired.她有点累了。
小结
作业布置
1. 复习一般过去式的构成方式，并总结其变化规律。
2. 回顾所学的周末/业余活动的词组；并用它们来造几个句子。
板书设计
课后反思
Unit 12 What did you do last weekend
课题
Unit 12 What did you do last weekend?
Where are your sheep, Ted?
Every sheep has a thick woolly coat.
每只羊身上都穿着一件厚的羊毛外套。
2. I worked as a guide at the Natural History Museum.
七年级英语下集体备课教案unit12
（五）巩固新知
1.Ask students to conclude what we learned in this unit.2.List the main words; main phrases; main sentence pattern; … …
（六）课堂小结
Help students practice writing a survey using the past tense. Give students an opportunity to use the target language in conversation.
S1: I went to a movie.
S2: I visited my friends.
S3: I stayed at home and did my homework.
（二）新课导学、
Ask students: Did you have a good / busy weekend?
Where did you spend your weekend?
Ask students to match the words with the pictures.
（四）检测新学
Do 3b. First ask questions about the pictures? What is he/she doing?
Then fill in the blanks according to the pictures.
[你以什么方式激发学生的学习兴趣学法
【教师精心设计典例分析】
备注：
课题【Unit 12 What did you do last weekend?】
人教版七年级下册英语Unit 12 教学设计
人教版七年级下册英语Unit 12 教学设计一. 教材分析人教版七年级下册英语Unit 12的主题是关于日常生活中的饮食和饮食相关的表达。
本单元通过学习食物名称、数量和口味等，让学生能够用英语进行简单的饮食交流。
教材包括词汇、对话、阅读理解和语法等部分，内容丰富，贴近生活，能够激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
他们对生活中的饮食有一定的了解，兴趣浓厚。
但部分学生在口语表达上还存在困难，需要教师的引导和鼓励。
三. 教学目标1.知识目标：学生能够掌握本单元的词汇、句型和语法，了解日常饮食的表达方式。
2.能力目标：学生能够用英语进行简单的饮食交流，提高口语表达能力。
3.情感目标：培养学生对饮食文化的兴趣，增进同学间的友谊。
四. 教学重难点1.重点：本单元的词汇、句型和语法。
2.难点：如何运用所学知识进行实际交流。
五. 教学方法1.任务型教学法：通过设定各种饮食相关的任务，让学生在完成任务的过程中学习和运用英语。
2.情境教学法：创设日常饮食的情境，让学生在真实的环境中进行语言实践。
3.小组合作学习：鼓励学生相互交流、合作，提高口语表达能力。
六. 教学准备1.准备食物图片、实物等教学资源。
2.设计各种饮食相关的任务和活动。
3.准备课堂录音、视频等教学材料。
七. 教学过程1.导入（5分钟）利用图片或实物展示各种食物，引导学生谈论他们喜欢吃的食物。
2.呈现（10分钟）介绍本课的主题，展示食物图片，引导学生用英语描述食物。
3.操练（15分钟）分组进行角色扮演，模拟餐厅点餐的场景，练习本课的句型和词汇。
4.巩固（10分钟）学生互相提问，用英语讨论喜欢的食物和口味。
教师给予指导和反馈。
5.拓展（10分钟）听录音或观看视频，了解不同地区的饮食习惯。
学生分享自己的饮食文化。
6.小结（5分钟）总结本节课所学内容，强调日常饮食的表达方式。
7.家庭作业（5分钟）布置作业：用英语写一篇关于自己喜欢的食物的短文。
人教版新目标七年级英语下册 Unit 12教学设计
人教版新目标七年级英语下册 Unit 12教学设计一. 教材分析人教版新目标七年级英语下册Unit 12主要介绍了日常生活中的交通规则和安全知识。
通过本单元的学习，学生能够掌握有关交通规则的词汇和表达方式，学会如何询问和描述交通状况，并在实际生活中遵守交通规则，提高安全意识。
本单元包括两个任务，分别为Task 1：询问和描述交通状况；Task 2：讨论如何遵守交通规则。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生对交通规则和安全知识的了解不够深入，需要在教学中进行引导和拓展。
此外，学生们的学习兴趣和积极性较高，对新鲜事物充满好奇心，适合采用情境教学法和互动教学法，提高他们的学习效果。
三. 教学目标1.知识目标：学生能够掌握有关交通规则的词汇和表达方式，如crossthe road、traffic lights、safe等；2.能力目标：学生能够运用所学的词汇和句型询问和描述交通状况，提高日常生活中遵守交通规则的意识；3.情感目标：培养学生关爱生命，遵守交通规则的良好习惯。
四. 教学重难点1.重点：掌握有关交通规则的词汇和表达方式；2.难点：如何运用所学的词汇和句型询问和描述交通状况，以及如何在实际生活中遵守交通规则。
五. 教学方法1.情境教学法：通过设置真实的生活情境，让学生在实际语境中学习和运用英语；2.互动教学法：引导学生参与课堂互动，提高他们的听说读写能力；3.任务型教学法：以完成实际任务为目标，培养学生运用英语解决问题的能力。
六. 教学准备1.教学课件：制作包含图片、动画和视频的课件，帮助学生直观地了解交通规则；2.教学道具：准备一些交通标志和模型的实物或图片，用于课堂展示和练习；3.练习题：设计一些有关交通规则的练习题，用于巩固所学知识。
七. 教学过程1.导入（5分钟）利用课件展示一些交通场景，如红绿灯、行人过马路等，引导学生谈论交通规则。
2020年春人教新目标英语七年级下册Unit12 全单元导学案设计(无答案)
2020年春人教新目标英语七年级下册Unit12 What did you do last weekend?Section A 1a—1c (第一课时)【学习目标】:1.掌握以下单词：camp, lake, beach, badminton2.能掌握以下句型：—Where did you do last weekend, Lucy? —I went to summer camp.【学习重点】：语法：一般过去时【自助预习】:I、时态大考验((写出下列动词的过去式))1. camp____________2.work_______________3. feed_______________4. play ____________5.stay _____________6. study ______________7. tell _____________ 8. lose _______________ 9. hear_______________10. run ____________ 11.shout______________ 12. answer_____________II、翻译官1. 做作业________________2. 去海滩________________3. go boating___________________4. 打羽毛球_____________5. 去电影院 ____________6. camp by the lake_______________7.在晚上________________ 8.上周末______________ 9.在星期六早上_________________ 【互助交流】:1.go boating 意为，这是go+doing结构的短语，类似的还有：去游泳（swim），去钓鱼（fish），去购物（shop），去溜冰（skate），去野营（camp）等。
新目标七年级下unit12 what did you do last weekend 导学案 (1)
I、预习交流
1.根据单元标题和图片等，预测新课内容；
2.根据音标拼读单词并牢记；
3.自学课文，勾画出重点和疑惑。
II、翻译官
1.做作业_______________2.去海滩________________
3.go boating___________ 4.打羽毛球_________________
__________________________________________________
五、练评（包含“考点链接”应用探究 6分钟）
I、精挑细选
( ) 1.-- Did you have a ___________ at school last week?
-- Yes, we did. I got an A.A.testB.lookC.walk
2. Finish1a, then check the answers.
3. Look at the conversation, and learn the drills:
-- What did you do last weekend?
-- Well, on Saturday morning, I played badminton.
Step3 Listening
1. Go through the sentences in2a.
2.Listento2aand underline the words you hear.
3.Listen again. Write C for Carol, J for Jack or B for Becky next to the statements in2b.Then check the answers.
人教新目标版七年级英语下册Unit12Whatdidyoudolastweekend？优质教案
Unit 12 What did you do last weekend?The First PeriodSection A (1a—2d)I. Teaching aims1. Knowledge aims:⑴ Key words: camp, lake, beach, badminton, sheep, as, natural, butterfly, visitor,tired, stay, stay up late.⑵ Target language: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. Ability aims:To learn to talk about recent past events.II . Main Points1) Key vocabulary.2) Talk about recent past eventsIII. Difficult points1) Talk about recent past events2) Practice students’ listening, speaking, reading and writing skills.IV. Teaching MethodTask-based teaching method, Listening and writing methods; Pair-work.V. Teaching aidsTape recording, CAIVI. Teaching proceduresReflections:The Second PeriodSection A (Grammar Focus – 3c )Ⅰ. Teaching aims1. Knowledge aims:⑴ Key words: away, mouse, baby, shout ,shout at, woof, language.⑵ Target language:—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. Ability aims:Talk about recent past events3. Emotion aims:To remember the key words and target language.II . Main Points1) Key vocabulary.2) Talk about recent past eventsIII. Difficult points1) Talk about recent past events2) Practice students’ listening, speaking, reading and writing skills. IV.Teaching MethodTask-based teaching method, PairworkV. Teaching aidsTape recording, some pictures.Reflections:The Third PeriodSection B ( 1a –1e )I. Teaching aims1. Knowledge aims:⑴ Key vocabulary: fly, kite, fly a kite.⑵ Target language:—Did you go anything interesting last weekend?—Not really, but I visited my sister.—My sister finished high school two weeks ago.2.Ability aims:To improve students’ listening, speaking, reading and writing abilitie s.3. Emotion aims: Learn to communicate with others .II. Main Points1) Key vocabulary.2) Talk about recent past events.III. Difficult points1) Talk about recent past events2) Practice students’ listening, speaking, reading and writing skills. IV. Teaching MethodTask-based teaching methodV. Teaching aidsTape recording, CAIVI. Teaching proceduresReflections:The Fourth PeriodSection B (2a – self check )Ⅰ. Teaching aims1. Knowledge aims:(1).Keywords: moon, jump, wake, forest, ear, sing-sang, study –studied, have –had, go-went, fly- flew, swim-swam, put up, get a surprise, shout to, up and down, wake...up，high school,⑵ Target language:---Did you go anything interesting last weekend?---Not really, but I visited my sister.---My sister finished high school two weeks ago.2. Ability aims: Train students’ reading and writing skills.3. Emotion aims: Help students learn from each other and work together .II. Main PointsTo learn to talk about weekend activities using simple past tense.III. Difficult pointsUse the simple past tense to write a passage.IV. Teaching MethodTask-based teaching methodV. Teaching aidsTape recording, pictures.Reflections:。
人教版七年级下英语Unit 12教案、导学案
Unit 12 What did you do last weekend?1.掌握本单元出现的表示周末活动的重点短语。
2.能正确使用一般过去时,学会使用助动词did及不规则动词的过去式谈论自己上周末的活动。
3.能正确运用一般过去时写一篇自己上周末活动的短文。
4.了解国外学生的周末活动,能合理有效安排自己的周末活动。
通过听力入手,符合学生的认知,再通过说和讨论等活动使学生逐步了解一般过去时的用法,通过阅读和写作进一步巩固所学语言,使学生能正确运用一般过去时谈论上周末的活动。
教学突破:联系实际,创设语境,通过听说活动反复训练谈论自己上周末的活动;在阅读中培养学生捕捉关键信息的能力;并通过写作训练引导学生学会合理地安排自己的周末活动。
注意方法与价值观的培养:以听说带动本单元的话题,在真实的语境中感知本单元的词汇和句型,培养学生良好的沟通能力。
归纳总结一般过去时的用法及一些不规则动词的过去式,培养学生自主学习的能力。
通过循序渐进的写作训练,写出自己上周末的活动安排,培养学生自我管理的意识。
第一课时:Section A 1a-1c第二课时:Section A 2a-3c第三课时:Section B 1a-2c第四课时:Section B 3a - Self Check蛇与印度中国敬“龙”,泰国敬“象”,印度则敬“蛇”!在印度,蛇类在文化中扮演重要的角色。
印度人崇拜蛇,视蛇为“神”的化身,而眼镜蛇尤受崇敬,被称为“努拉盘布”,即“善蛇”。
在印度文明和社会发展的进程中,佛教、印度教和耆那教始终是该国的三大宗教,对现代印度的社会信仰及意识形态的形成起着十分重要的作用。
有趣的是,这些宗教的许多神像中都有着一个共同的元素——蛇。
由此可见蛇在印度人民心目中的地位和在社会文化生活中所扮演的角色。
印度有蛇庙、蛇村、蛇舞、蛇船赛,每年还专门设有全国性的蛇节来敬蛇神。
祭拜蛇神是印度传统的宗教仪式,许多印度教徒会在蛇节那天给蛇神献上鸡蛋和牛奶作为供品。
人教版七年级英语下册Unit12SectionB(2a3c)教学设计
-教师总结：“Great job today! Remember to practice using the simple past tense in your daily life. It will help you improve your English skills.”
3.教师组织学生进行听力练习，让学生在听的过程中感受一般过去时的实际用。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个游乐园项目作为讨论主题，要求学生运用一般过去时描述该项目。
-教师指导：“In your groups, choose a ride or attraction in the amusement park. Describe what you did using the simple past tense.”
3.教师板书并强调一般过去时的结构，为学生学习新课打下基础。
（二）讲授新知
1.教师通过PPT展示本节课的主要词汇和短语，如：amusement park, roller coaster, scary, bored, excited等，并配以图片和例句，帮助学生理解和记忆。
-教师解释：“These words and phrases are related to the topic of amusement parks. We will learn how to use them in the simple past tense.”
3.每个小组展示讨论成果，其他学生认真聆听，教师点评并给予反馈。
（四）课堂练习
1.教师设计一系列课堂练习，包括填空、句型转换和情景对话等，让学生巩固所学知识。
英语人教版七年级下册Unit12教学设计
Unit 12 What did you do last weekend?Section A （1a-2c）一、教学目标（一）知识目标：1. 能听说读写camp, lake, beach, badminton, sheep等相关词汇。
能掌握句型：—Where did you do last weekend, Lucy? —I went to summer camp.2. 能了解语法：learn to talk about recent past events.（二）技能目标：能运用一般过去时态询问并描述过去做的事情。
（三）情感目标：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（一）教学重点：Talk about recent past events（二）教学难点：Practice students' listenin,gspeaking, 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 the board along with gestures to demonstrate the meaning of each activity）.n .Presentation1. Work on 1a.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. Then check the answers.2. Work on 1b.This 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.Then correct the answers.3. Pair-work.This activity provides guided oral practice using the target language.Point to theexample 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.4. Work 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 onlylisten.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 cows.5. Work 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 J川.Post-task activities1. Ask 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.2. Role-play the conversation.Ask Ss to look at conversation in 2d. Then Ss read the dialogue by themselves and find the answer to these questions. Ss work in pairs and role-play the conversations. Have several pairs perform their conversations for the rest of the class. Homework: Write about what you did last weekend.板书设计:。
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中学英语组集体备课教案
本课反思：
山丹育才中学英语组集体备课教案
本课反思：
山丹育才中学英语组集体备课教案
本课反思：
山丹育才中学英语组集体备课教案
Step 5 Explanation
Revise the whole unit, and explain some important phases in class. And solve the problems the Ss have.
Step 6 Exercises
句型转换。
1. We can wear hats in school. （改否定句和一般疑问句并进行肯定和否定回答）
2. No foods in class. （变同义句）_____ _____ ______ in class.
3. Tina is able to speak Chinese. （同义句）Tina ______ _______ Chinese.
4. We can wear hats in school.(变成否定句)
5. We can eat in the cafeteria. We can't eat in the classroom. (用but连接起来)
6. You have to wear sneakers for gym class.(变成一般疑问句，并作肯定回答)
7. I have to do my homework after school.(对划线部分提问)
8. I have to be in bed by ten o'clock.(对划线部分提问)
本课反思：。