下面是小编为大家推荐的Unit 12 Don’t eat in class(新目标版七年级英语教案教学设计)，本文共11篇，欢迎阅读，希望大家能够喜欢。本文原稿由网友“比巴伯”提供。
篇1：Unit 12 Don’t eat in class(新目标版七年级英语教案教学设计)
教学目标：
1. 谈论规则
2. 祈使语气
3. 表示允许
4. 能够用口头或书面描述规则
教学重点和难点：
重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。
教学设计：
学习内容
学生活动
教师活动
1. 表示规则的句型：
* --- Don’t run in the hallways.
--- Sorry, Ms Mendoza.
* Don’t watch TV after school.
* Don’t go out on school nights.
1. 思考、谈论规则。
* Don’t talk loudly.
* Do your homework after school!
* Practice your guitar every day.
引导、启发、教授需学内容。
2. Can for permission, such as: We can do….
We can’t do….
Can we do…?
* --- What are the rules?
--- Well, we can’t arrive
late for class.
* --- Can we listen to
music, Alex?
--- We can’t listen to
music in the hallways,
but we can listen to it
outside.
2. 听录音，回答问题。
* --- Can we eat in the classroom?
--- No, we can’t.
* --- Can students wear hats in school?
--- Yes, they can.
放录音；启发、提示问题及答语。
3. 阅读→迁移（读、写、文化差异）。
阅读/认图标；阅读信件→根据其信息找出规则→写出规则。
3. 引导、提示图标含义；提示文化差异。
4. 用口头或书面形式描述规则。
4. 利用本单元所学祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do，根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。
4. 检查学生讨论制定规章制度或使用规则情况--句型、短语、动词形式是否正确；指导并落实学生写作情况。
教学过程设计：
Task One:
Talk about school rules to “feel” Imperatives
Goal：Get to know about the structure to express rules
Step 1: Talk about the school rules they know / remember
Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours
Step 3: Add more rules to your school, which you think necessary
Task Two:
Listen and find out what Ss can do and what they cannot
Goal: Try to understand the rules by listening
Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do
Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A (2a / b)
Step 3: Listen to conversations about the activities and find out what rules students break
→Section A (1b)
Step 4: Listen to the different rules that different people have to follow→Section B (2a / b)
Task Three:
Learn to read the signs for rules
Goal: Learn about the rules by reading the signs
Step 1: Learn about the rules by reading the pictures→Section B1
Step 2: Learn about the rules by reading the signs→Section B (3 b)
Step 3: Talk about the similarities or the differences about the signs between China and abroad
Task Four:
Write rules for libraries, labs, computer-rooms, and swimming pools etc.
Goal: Learn to take care of public things
Step 1:
Read the letter →Section B (3 a)
Find the rules in the letter
Write them down
Step 2:
Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc.
Discuss in groups about the rules for these public places
Write down what have been talked about / discussed
教学点评与反思：
设计思路：
任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度, 培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。
二、课后反思：
不足之处：图标展示得不够；还可通过图标渗透中外文化差异。
可取之处：全方位的训练了学生的听、说、读、写的能力。
教案点评：
本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can’t的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。
篇2：新目标 初一 下Unit 12: Don't eat in class
Language goal
In this unit students learn to talk about rules.
New language
Can we eat in school?
We can eat in the cafeteria, but we can't eat in the classrooms.
Can students wear hats in school?
Yes, they can./ No, they can't.
Section A
Additional materials to bring to class:
a candy bar, a small radio
Place a candy bar and a small radio on a table and ask and answer questions about each one. As you give yes answers, nod your head yes. As you give no answers, shake your head no. Say, holding up a candy bar, Can we eat in class? No, we can't. Can we eat in the cafeteria? Yes, we can. Repeat. Yes, we can. Say, holding up a radio, Can we listen to music in class? No, we can't. Repeat. Can we listen to music at a friend's house? Yes, we can. Repeat. Yes,we can.
If you wish, you can bring in other items and practice more questions and answers. For example, you can hold up items and ask: Can we use a calculator in math class?Can we use a dictionary in English class? Can we wear shoes in gym class?
la This activity introduces the key vocabulary.
Focus attention on the five rules written under “School Rules”. Read the list to the class. Then read the list again, using simple explanations or acting out some rules to make clear the meaning of each one. For example,point to your watch: Class starts at 9:00. Don't arrive late for class. 9:05 is late. 9:10 is late. If you come to class at 9:10, you are breaking the rules. 9:00 is not late. Don't
arrive late for class. Repeat. Don't arrive late for class.
Point out the students in the picture and the boxes next to them. Say, Each of these students is breaking one of these rules. Write the number of the rule each student is breaking in the box next to him or her. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the five rules in activity la. Ask a different tudent to read each rule to the class.
Point to the picture. Ask different students to say the ules that the students are breaking in the picture.
Say, This conversation tells about three students. The students are breaking rules. Point out the direction line and the space after each name. Say, Write the number of the rule next to the name of the student who is breaking that rule.
Play the recording the first time. Students only listen.
Play the recording a second time. As they listen to the recording this time, students fill in the number of the rule after each name.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Student A is from another country. He or she doesn't know the rules of this school. Student B tells him or her the rules from activity la.
As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Ask several pairs to present one or more of their conversations to the class.
Say, Now let's talk about the rules of our school.Student B is from another country. Student A tells him or her about the rules of our school.
Again, move around the room monitoring progress and offering help as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture in activity 2a. Ask students to tell what they are doing. (They're talking.)
Say, Listen to their conversation. They're talking about school rules.
Play the recording the first time. Students only listen.
Say, Now listen again. This time, put a checkmark next to the activities they're talking about. Point out the sample answer.
Play the recording a second time. Students put checkmarks next to the activities they hear.
Correct the answers.
2b This activity provides further listening practice using the target language
Point out the list of can and can't in the chart in activity 2a.
Say, Now listen to the recording again. This time,circle can or can't to show which things Alex and Christina can and can't do at their school. Point out the sample answer for number 1.
Play the recording and have students circle the answers.
Correct the answers.
2c This activity provides guided oral practice using the
target language.
Point out the sample conversation and have a pairo students read it to the class.
Say, Now work with a partner. Student A is Alex am student B is Christina. Alex tells Christina about 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 needed.
Ask some pairs to present their conversations to tha class.
3a This activity introduces more key vocabulary.
Call attention to the three pictures. Read the sentences in the speech bubbles, saying blank each time 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 students work, move around the room answering questions as needed.
Check the answers.
3b This activity provides oral practice using the target
language.
Point out the conversation in the speech bubbles and ask two students to read it to the class. Ask students to explain what have to means. (It means something is necessary. It must be done. You have no choice about it.)
Ask several pairs of students to read the conversation to the class.
Say, Now please change some of the words and make your own conversations. Ask and answer questions about the rules of this school. Give true answers.
Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.
Ask some pairs to present their conversations to the class.
4 This game provides oral practice using the target language.
Say, You will write down six rules. What rules can you think of? Remember to use can and have to.Write some responses on the board.
Then say. Work on your own. Write a list of six rules. You can use the ones on the board or other ones we have talked about.
When students have finished writing their lists, have them put their papers in a bag. Without looking, 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 has 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 the 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 them to do this activity in groups of four.
Section B
New language
more action words: arrive, bang out, go out, clean,be home
1 This activity introduces more key vocabulary.
Focus attention on the four pictures. Ask students to ell what they see in each picture, using whatever words hey can. If necessary, supply the words or sentences and sk the class to repeat. Say a sentence or two about each icture. What's he doing? He's doing homework.Repeat. He's doing homework. 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 blank line in front of one of the rules. Point out the sample answer.
Check the answers.
2b This activity provides listening and writing practice using the target language.
Say, This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house 'and each rule that Emily has at her house. Point out ,the sample answer.
Play the tape again and have students make check- J marks. You may wish to play the tape more than once at this point.
Correct the answers.
2a This activity provides listening and reading practice using the target language.
Say, Now listen to a conversation between Dave and Emily. Listen carefully to their questions and answers.
Play the tape. Students only listen.
Say, Now number the rules in the order Dave and Emily talk about them. The first rule Emily talks about is Don't go out on school nights. The number 1 is in the blank in front of that rule to show that it is the first rule that Dave and Emily talk about
Play the tape again. This time students write in the numbers 1-4 as Dave and Emily talk about each rule.
Check the answers.
2c This activity provides guided listening and speaking practice using the target language.
Say, 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.
3a This activity provides reading practice using the target language.
Call attention to the letter and point out the opening, Dear Dr Know. Explain that this is a letter to a newspaper writer. Zhao Pei is writing to get some advice.
Read the letter to the class or ask a student to do this.Answer any questions students may have.
Ask students to work alone. Have students read the letter and write the numbers 1 through 8 in front of the senF fences that talk about rules.
Then ask students to write the rules on the blank Hnes next to the letter.
Correct the answers.
3b This activity provides guided writing practice using the target language.
Call students' attention to the pictures. Ask different .students to explain what the pictures mean.
Point out the sample answer. Say, Now you have to write rules to match the rest of the pictures.
Students do the activity individually. As they work,move around the classroom monitoring progress and offer help as necessary.
Check the answers.
3c This activity provides personalized writing practice using the target language.
Say, Now write a letter to Dr Know. Tell Dr Know about the rules in your house. Remind students that they talked about these rules in activity 2c.
Ask several students to read their letters to the class.
4 This activity provides listening, speaking, reading and writing practice using the target language.
Ask students to make a list of the rules in their houses.Have the students use Zhao Pel's list of rules 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 students 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 them to do this activity in groups of four. They survey the other members of their group to find who has the same rules as they do.
篇3：unit4 Don't eat in class 导学案(新课标版英语七年级)
初 一 年级 英语科 阅读学案 Keep up the good work. （再接再励）主备:刘彩凤 初审 复审 时间 ： 3月 16日
学习内容 Unit 4 Don’t eat in class.（4th） 师：教学设计 (收获) Task1:Lead-in.
Task2:Read the letters. Underline the rules for Molly.
Task3: Read the letters again and complete 2c on page 23.
Step3: Feedback. (I believe you)
1. Read again and talk about Molly’s rules.
2. Ask the students to repeat Molly’s rules in their own words.
Step4: Extension (Come on)
Complete Zhao Pei’s letter on page 24.
Complete the chart with the rules on page 24.
3.选词填空：用所给词的适当形式填空
rule,practice,join,after,lucky,for,on,read,at,early
Emily has so many 1 .She has to do her homework at school.She can’t go out 2 school night.She has to wash the dishes 3 dinner,then she can watch TV 4 half an hour.She likes 5.She usually reads at night.She has to be in bed 6 ten o’clock because she has to get up 7the next morning.She 8a music club.She has to 9 her guitar every day.She doesn’t think she’s 10 .
4.书面表达
假如你叫李强，你的笔友Paul给你写信想了解你家的家规，请给他写一封回信介绍一下。注意书信的正确格式，词数不少于50词。
学习目标：1．培养学生阅读的能力
2．培养学生综合运用语言的能力，能用英语完成简单的任务，处理传送信息
重点难点：1. Learn the new words: dirty,noisy,terrible等.
2. Be able to understand the contents in the reading.
3. Be able to finish some simple reading tasks.
Learning by yourself：（老师相信只要你认真预习，一定会找到学习的乐趣与信心。）
Learning aims:
1. Read and memorize the new words on page 23.
2. Read 2b then finish 2c.
Learning steps：
Step 1 Check self-learning (Take to heart)
Write down the new words and phrases:
1.铺床2.脏的3.厨房
4.更多的 5. 吵闹的 6.放松；休息
7.阅读 8.非常讨厌的 9.感受，觉得
10.严格的，严厉的 ________11.（对某人）要求严格
12. 记住，记起 __________13. 遵循，跟随__________________
14. 遵守规则 15.幸运，运气__________
16.保持，保留17.头发，毛发 18.学习，学会
19.不要把脏的餐具留在厨房里。
20. 晚饭之后，我也不能休息。________________________
21.我必须在我能看电视之前读一本书。
22.我知道你的感受。
23.家长和学校有时严格，但是记住：他们制定规则是为了帮助我们。
24.我们不得不遵守他们。
Step 2 Work in groups (Unity is strength)
师：教学反思 （疑惑）
篇4：新目标英语七年级下册第十二单元Unit 12: Don't e
新目标英语七年级下册第十二单元Unit 12: Don't eat in class.（教案）
新目标英语七年级下册第十二单元Unit 12: Dont eat in class. Language goal In this unit students learn to talk about rules. New language Can we eat in school? We can eat in the cafeteria, but we cant eat in the classrooms. Can students wear hats in school? Yes, they can./ No, they cant. Section A Additional materials to bring to class: a candy bar, a small radio Place a candy bar and a small radio on a table and ask and answer questions about each one. As you give yes answers, nod your head yes. As you give no answers, shake your head no. Say, holding up a candy bar, Can we eat in class? No, we cant. Can we eat in the cafeteria? Yes, we can. Repeat. Yes, we can. Say, holding up a radio, Can we listen to music in class? No, we cant. Repeat. Can we listen to music at a friends house? Yes, we can. Repeat. Yes,we can. If you wish, you can bring in other items and practice more questions and answers. For example, you can hold up items and ask: Can we use a calculator in math class?Can we use a dictionary in English class? Can we wear shoes in gym class? la This activity introduces the key vocabulary. Focus attention on the five rules written under School Rules. Read the list to the class. Then read the list again, using simple explanations or acting out some rules to make clear the meaning of each one. For example,point to your watch: Class starts at 9:00. Dont arrive late for class. 9:05 is late. 9:10 is late. If you come to class at 9:10, you are breaking the rules. 9:00 is not late. Dont arrive late for class. Repeat. Dont arrive late for class. Point out the students in the picture and the boxes next to them. Say, Each of these students is breaking one of these rules. Write the number of the rule each student is breaking in the box next to him or her. Point out the sample answer. Check the answers. 1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the five rules in activity la. Ask a different tudent to read each rule to the class. Point to the picture. Ask different students to say the ules that the students are breaking in the picture. Say, This conversation tells about three students. The students are breaking rules. Point out the direction line and the space after each name. Say, Write the number of the rule next to the name of the student who is breaking that rule. Play the recording the first time. Students only listen. Play the recording a second time. As they listen to the recording this time, students fill in the number of the rule after each name. Correct the answers. 1 c This activity provides guided oral practice using the target language. Point out the example conversation. Ask two students to read the dialogue to the class. Say, Now work with a partner. Student A is from another country. He or she doesnt know the rules of this school. Student B tells him or her the rules from activity la. As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed. Ask several pairs to present one or more of their conversations to the class. Say, Now lets talk about the rules of our school.Student B is from another country. Student A tells him or her about the rules of our school. Again, move around the room monitoring progress and offering help as needed. 2a This activity gives students practice in understanding the target language in spoken conversation. Point to the picture in activity 2a. Ask students to tell what they are doing. (Theyre talking.) Say, Listen to their conversation. Theyre 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 theyre talking about. Point out the sample answer. Play the recording a second time. Students put checkmarks next to the activities they hear. Correct the answers. 2b This activity provides further listening practice using the target language Point out the list of can and cant in the chart in activity 2a. Say, Now listen to the recording again. This time,circle can or cant to show which things Alex and Christina can and cant do at their school. Point out the sample answer for number 1. Play the recording and have students circle the answers. Correct the answers. 2c This activity provides guided oral practice using the target language. Point out the sample conversation and have a pairo students read it to the class. Say, Now work with a partner. Student A is Alex am student B is Christina. Alex tells Christina about 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 needed. Ask some pairs to present their conversations to tha class. 3a This activity introduces more key vocabulary. Call attention to the three pictures. Read the sentences in the speech bubbles, saying blank each time 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 students work, move around the room answering questions as needed. Check the answers. 3b This activity provides oral practice using the target language. Point out the conversation in the speech bubbles and ask two students to read it to the class. Ask students to explain what have to means. (It means something is necessary. It must be done. You have no choice about it.) Ask several pairs of students to read the conversation to the class. Say, Now please change some of the words and make your own conversations. Ask and answer questions about the rules of this school. Give true answers. Ask pairs of students to make up their own conversations. Move around the room offering language support as needed. Ask some pairs to present their conversations to the class. 4 This game provides oral practice using the target language. Say, You will write down six rules. What rules can you think of? Remember to use can and have to.Write some responses on the board. Then say. Work on your own. Write a list of six rules. You can use the ones on the board or other ones we have talked about. When students have finished writing their lists, have them put their papers in a bag. Without looking, 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 has 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 the 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 them to do this activity in groups of four. Section B New language more action words: arrive, bang out, go out, clean,be home 1 This activity introduces more key vocabulary. Focus attention on the four pictures. Ask students to ell what they see in each picture, using whatever words hey can. If necessary, supply the words or sentences and sk the class to repeat. Say a sentence or two about each icture. Whats he doing? Hes doing homework.Repeat. Hes doing homework. 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 blank line in front of one of the rules. Point out the sample answer. Check the answers. 2b This activity provides listening and writing practice using the target language. Say, This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house and each rule that Emily has at her house. Point out ,the sample answer. Play the tape again and have students make c篇5：Unit 4 Don’t eat in class. 学案设计(人教版英语七年级)
Unit 4 Don’t eat in class.
Section A 1a-1c ( P19 )
* 教师寄语：No rules, no standards. 没有规矩，不成方圆。
【学习目标】【学习重点】：
1、初步掌握第19页的生词和句型；
2、初步了解祈使句；
3、谈论校规;
4. 复习must的用法。
【体验学习】：
I、预习交流
1. 根据音标拼读单词并牢记；
2. 自学课文，勾画出重点和疑惑。
II、翻译官
1. school rules _______________ 2. arrive late for class _______________
3. (be) on time _______________ 4. in the hallways __________________
5. 在餐厅 ______________ 6. 听音乐____________________
II、合作交流
初识祈使句
祈使句表示命令、请求、劝告、征求对方意见等，一般省略主语（you）。
1．肯定祈使句一般以动词原形开头：
Run in the hallways.
2．祈使句的否定形式一般在动词原形前加_________:
___________ run in the hallways.
(别忘了，以let开头的句子也是祈使句的一种结构哦！)
【自主检测】：
精挑细选
（ ）1. If you arrive late _______ class, you must say _______ to your teacher.
A. for, thanks B. for, sorryC. to, sorry
（ ）2. - Can you sing in the classroom?
- _________________
A. Yes, you can.B. No, I can. C. Yes, we can.
（ ）3. Don’t arrive late. You must be ________ time.
A. toB. on C. at
（ ）4. Please listen _______ the teacher carefully (认真地).
A. toB. on C. at
（ ）5. Don’t _______ TV after class.
A. watch B. watchesC. watching
【快乐链接】
美国亚利桑那州莫哈维稀奇古怪的规定
美国亚利桑那州莫哈维法律规定：偷肥皂者，罚其用所偷的肥皂洗澡，直到将肥皂用完。有一个偷走商店一箱肥皂的小偷，结果被关在浴室里整整洗了一个星期。
【学习体会】
成功&收获: 失败&不足:
Unit 4 Don’t eat in class.
Section A 2a-2d ( P20 )
* 教师寄语：No rules, no standards. 没有规矩，不成方圆。
【学习目标】【学习重点】：
1、学习掌握本节课的生词和短语；
2、巩固祈使句的用法；
3、学习情态动词can表示许可的肯定句、否定句、一般疑问句及肯定、否定
回答。
4、提高学生的听说能力。
【体验学习】：
I、预习交流
1. 根据音标拼读单词并牢记；
2. 自学课文，勾画出重点和疑惑。
II、翻译官
1. eat outside ________________ 2. wear a hat ___________________
3. a lot of ___________________ 4. be late for class_______________
5. 不得不 __________________ 6. 穿校服_____________________
7. 保持安静 ________________
II、合作交流
Group work: 分析总结情态动词can的用法，并练习造句。
Notes:_________________________________________________________
_________________________________________________________
【自主检测】：
I、精挑细选
( )1. -What are the school rules?
-We _______ listen to music in class.
A. don’t B. can’t C. aren’t
( )2. Don’t________ class.
A. be lateB. late for C. be late for
( )3. There are ________ rules in our school.
A. a lots of B. a lot of C. lot of
II、你来我往 选择相应的短语补全对话
A：We have a lot of rules in our school.
B：____1_____
A：Don’t eat in the classroom. Don’t run in the hallways. Don’t listen to music in the classroom._____2____
B：_____3_____
A. No, we can’t.
B. Do we have to wear uniforms?
C. Can we eat in school?
D. Don’t arrive late for school.
E. What are the rules?
A：We can eat in the dining hall,
but we can’t eat in the classroom.
B：Can we wear hats in school?
A：_____4_____
B：_____5_____
A：No, we don’t have to.
B：Oh, there are too many rules.
【学习体会】
成功&收获: 失败&不足:
Unit 4 Don’t eat in class.
Section A Grammar Focus - 3c ( P21 )
* 教师寄语：No rules, no standards. 没有规矩，不成方圆。
【学习目标】【学习重点】：
1、总结归纳Section A部分语法重点；
2、并将所学知识学以致用。
【体验学习】：
I、预习交流：
1． 根据Grammar Focus, 归纳Section A部分语法重点；
2． 勾画出重点和疑惑。
II、翻译官
1. be on time for class________________ 2. in class____________________
3. wear a uniform ___________________ 4. 梦想的学校____________
5. 不必___________________________
Ⅲ、合作交流
1. 我能总结所学的校规：______________________________________________________________________________________________________________________________________
2. 我能总结情态动词have to 的用法：
______________________________________________________________________________________________________________________________________
【自主检测】：
I、精挑细选
（ ）1. I have to _______ the room every morning.
A. clean B. cleans C. cleaning
（ ）2. - Does she have to go to bed at 9:00?
- Yes, she__________.
A. has B. have C. does
（ ）3. Don’t listen music in the classroom hallways.
A. to; and B. to; or C. at; or
（ ）4. She lost her bike. She _______ walk to school.
A. have to B. has to C. has
（ ）5. We ________to wear the school uniform every day.
A. not haveB. have notC. don’t have
II、你来我往：将下列句子搭配成对
II
A. No, we can’t.
B. No, he doesn’t.
C. That sounds good.
D. Sorry, Mr. Green.
E. Well, we have to wear the
school uniform.
I
（ ）1. Don’t be late for class next time, Helen.
（ ）2. What are some of the rules?
（ ）3. Can we listen to music in the classroom?
（ ）4. Let’s have some bananas!
（ ）5. Does he have to go now?
【快乐链接】
Let’s chant together!
Don’t, don’t, don’t, don’t eat in class;
Don’t, don’t, don’t, don’t wear a hat;
Don’t, don’t, don’t, don’t be late for school;
Don’t, don’t, don’t, don’t run in the hallways.
【学习体会】
成功&收获: 失败&不足:
Unit 4 Don’t eat in class.
Section B 1a- 1d ( P22 )
* 教师寄语：Habit is a second nature.习惯成自然。
【学习目标】【学习重点】：
1、学习谈论家规。
2、掌握句型：“ I must…” , “ I have to…” , “ I can /can’t…”
3、能听懂有关谈论规则的对话并进行自由交际。
【体验学习】：
I、预习交流
1. 根据音标拼读单词并牢记；
2. 自学课文，勾画出重点和疑惑。
II、翻译官
1. go out _________________ 2. practice the guitar __________________
3. do the dishes_____________ 4. help his mom make breakfast__________
5. on school nights __________ 6. every Saturday_____________________
7. 放学以后 ______________ 8. 在晚上 __________________________
II、合作交流
Group work: 分析总结如何写规章制度的句型，并练习造句。 Notes:_________________________________________________________
_________________________________________________________
_________________________________________________________
【自主检测】：
I、精挑细选
（ ）1. Gina often helps her mother ________the dishes.
A. do B. does C. doing
（ ）2.-_________you have to wear a hat today? - No, we don’t.
A. Are B. Can C. Do
（ ）3. We don’t know Jack _____ Bruce.
A. and B. or C. about
II. “译”展身手
Linda is an American girl. She is a good student. Every morning she gets up at 6:00. She has breakfast at home. ( 1 ) Then she wears her uniform and goes to school. She studies hard every day. ( 2 )她在餐厅吃中饭when she is at school. After school, ( 3 )she does her homework first, and then she cleans the room and ( 4 )帮助她妈妈做晚饭. Before she goes to bed, she usually reads some books. Then at 10:00p.m. she goes to bed. ( 5 )She thinks she is happy every day. What do you think?
( 1 )
( 2 )
( 3 )
( 4 )
( 5 )
【快乐链接】
在常见的英文公共标识中，常用“No+名词/动名词”短语来表示禁止的事情。
No food!禁止带食品！ No photos! 禁止拍照！
No visitors! 禁止游人！ No entry! 禁止入内！
No talking! 禁止交谈！ No smoking！禁止吸烟！
No parking! 禁止停车！ No spitting！ 禁止随地吐痰！
【学习体会】
成功&收获: 失败&不足:
Unit 4 Don’t eat in class.
Section B 2a- 2c ( P23 )
* 教师寄语：Habit is a second nature.习惯成自然。
【学习目标】【学习重点】：
1、学习谈论家规。
2、学会使用句型：“ I must…” , “ I have to…” , “ I can /can’t…”
3、能阅读有关谈论规章的文章并完成练习。
【体验学习】：
I、预习交流
1. 根据音标拼读单词并牢记；
2. 自学课文，勾画出重点和疑惑。
II、翻译官
1. too many rules ___________ 2. make your bed _____________
3. be noisy_________________ 4. read a book________________
5. be strict with sb. __________ 6. make rules to help us_________
7. 在周末 ________________ 8. 好运！ __________________
II、合作交流
Group work: 收集不同的家规并写下来。 Notes:_________________________________________________________
_________________________________________________________
_________________________________________________________
【自主检测】：
I、精挑细选：
（ ）1. I can’t relax_______.
A. too B. also C. either
（ ）2. There are too many ________ in the kitchen.
A. vegetables B. milk C. rice
（ ）3. On school nights, I have to go to bed________ 9:00.
A. on B. in C. before
II、快乐阅读：阅读下面的短文，选择正确的答案。
Dear Dave,
I’m not happy. There are too many rules in my house. It isn’t fair. I have to get up at five o’clock every morning. I can’t arrive late for school. I have to be there at eight o’clock. I have to come back home after school because I have to do my homework. In the evening I can’t watch TV because I have to help my mother make dinner and wash the dishes. I have to go to bed before ten o’clock. On weekends, I have to stay at home on Saturday morning. I have to clean my room and wash my clothes by eleven o’clock. On Saturday afternoon, I have to go to the children’s palace to learn the piano. Do you have lots of rules? Are they fair?
Your friend,
Alice
( ) 1. Who is the letter from?
A. Dave. B. Alice. C. Alice’s mother.
( )2. What time does Alice have to get up?
A. Five o’clock. B. Eight o’clock. C. Ten o’clock.
( )3. What does Alice have to do on Saturday morning?
A. Wash the dishes.B. Wash her clothes. C. Learn the piano.
( )4. Why does she go to the children’s palace?
A. To play football.B. To learn math. C. To learn piano.
【快乐链接】 巧记“看”的用法
看电影我们常用see, 读书看报用read;
电视、戏剧和比赛，凡是表演用watch。
【学习体会】
成功&收获: 失败&不足:
Unit 4 Don’t eat in class.
Section B 3a- Self Check ( P24 )
* 教师寄语：Habit is a second nature.习惯成自然。
【学习目标】【学习重点】：
1、复习谈论规章制度。
2、复习使用 must, have to, can和can’t。
3、练习写自己身边的规章制度。
【体验学习】：
I、预习交流
1. 根据音标拼读单词并牢记；
2. 自学课文，勾画出重点和疑惑。
II、翻译官
1. keep my hair short ___________ 2. relax on weekends __________
3. learn to play the piano_________ 4. read a book________________
5. have fun ___________________ 6. 在家_____________________
.
II、合作交流
Group work: 讨论如何写信谈论身边的规章制度并写下来。 Notes:_________________________________________________________
_________________________________________________________
_________________________________________________________
【自主检测】：
I、精挑细选
( )1. -Can we speak Chinese?- _______.
A. Yes, you can B. OK, you speak C. No, you don’t
( )2. - _________. Your father is sleeping in the room.
- Oh, sorry.
A. Not talk B. Not talking C. No talking
( ) 3. Don’t eat ________class.
A. at B. in C. to
II、快乐阅读：
We have different kinds of rules in our classroom. As a student we must follow them.
Students can not bring food into the classroom because our classroom is a place for us to study. The food may make our classroom dirty. And we can’t study well when one is eating.
Don’t run or fight in the classroom. It’s quite dangerous because we may get hurt(受伤的).
We need a quiet place for study. Don’t listen to music in the classroom. Listening to music may disturb (打扰) others.
( ) 1.How many rules are mentioned(提到) in the passage?
A. Two. B. Three. C. Five.
( ) 2. We can __________ in the classroom.
A. listen to music B. speak C. run
( ) 3. Which is the best title(标题) for the passage?
A. The Rules in Our Home B. The Rules in Our Classroom C. Don’t Eat in the Classroom
___
【学习体会】
成功&收获: 失败&不足:
篇6：Unit 9 It’s raining!(新目标版七年级英语教案教学设计)
Unit 9 It’s raining!
（一）
教学目标
*复习地名
*掌握表示天气情况的词语
*能够谈论天气，表达自己的情感
教学向导
目标语言 语言结构 语言功能
How is the weather?
It’s raining/windy/ cloudy/sunny/ snowing/ cold/hot. 现在进行时
What are you doing? I’m watching TV.
What is he/she doing?
He/She is playing basketball.
What are they doing?
They’re studying. 谈论天气
重点词汇 学习策略与技巧 跨学科知识
Windy cloudy rain snow sunny cold cool warm humid winter weather Pair work
Group work 其他国家、城市名称
地理方位
教学过程设计：
Steps Teacher’s activity Students’ activity Preparation
Brainstorm Show some pictures and guess the places Look at the pictures and give the answers Pictures or ppt.
Task I pair work: talk about the places and the weather
Aim Familiar with the new words
1 Look at the pictures and know the name of the places Read Ppt.
2 Read the new words in 1a and explain the meaning Read and remember
3 Use the sentence ‘how is the weather in Beijing?’ Answer the questions and learn
4 Make a sample: question and answer; let Ss do it Prepare their conversations
5 Move around the room and give support as needed Talk to each other
6 Ask some pairs to show their conversations Give their works or more expressions More sentence structures
Task II: listening comprehensions: what are they doing?
Aim Familiar with the new structure
1 Look at the pictures in 2a and know their activities Look
2 Listen to the tape for two times and fill in the blanks Listen and give the answers Tape
3 Move around the room and give some support Write the answers
4 Check the answer and point out the focus Check
5 Pair works to practice: what’s he doing? And answer it Make the pair work
Task III: group work：Is he playing soccer?
Aim Familiar with the sentences
1 Guess: what is he doing?
Is he …..?
How’s the weather? Listen to the rules of this game
2 Give some time and let them prepare to act Talk about how to act
3 Move around the room and give support Talk in groups
4 Ask one to act, other group guess, the winner group gets 1 point; Act and guess
5 Evaluate the best group in the class Choose the best group and the best actor
Homework Call your friend and ask him/her what his family members are doing, write a diary.
教学反思：本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。让学生使用所学过的句型，可以巩固以前的知识。老师在任务中的指导地位是很重要的，要仔细设计好任务的各个环节，还要更加充分的备课、准备资料。
教案点评：
本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。
（二）
教学目标
*熟练运用现在进行时的用法
*能够描述自己看到的情景，人的动作行为。
*能够对天气、对事情表达自己的情感
教学向导
目标语言 语言结构 语言功能
What are you doing?
I am playing basketball. 现在进行时一般疑问句
Are you watching TV?
Yes, I am. No, I am not.
Is she playing computer games?
Yes, she/he is. No, she/he isn’t. 谈论人的动作
谈论天气
重点词汇 学习策略与技巧 跨学科知识
Hot, cool, humid, cold, warm;
Riding, walking, taking; Playing basketball, Eating/ drinking, Visiting my grandmother, Watching TV, Playing the guitar 小组活动
调查图表 互相交流不同国家的文化
教学过程设计：
Steps Teacher’s activity Students’ activity Preparation
Brainstorm Ask students to describe photos of them Describe the photos, use ‘my father is watching TV.’ Photos
Task I: pair work: what is he doing?
Aim Familiar with the new words; review the sentences
1 Look at the words and the pictures and match them P601a Finish the work
2 Check the answers Check
3 Make conversations with the pictures: what and how Use: The weather is… he is reading;
4 Move around the room and give the suggestions Talk about the conversations
5 Ask some pairs and point out the mistakes Show their works
Task II: reading comprehension
1 Say something about the background knowledge of Egypt and then look at the picture Give their information of Egypt Ppt.
2 Ask students to explain the report for the class Act as a reporter.
3 Choose the words of weather and the activities Give the answer
4 Check the answer and point out the focus Finish the work
5 Look at the pictures and describe Paris Read and fill in the blank
6 Check the answer and point our the verb phrases Check the answer
Task III: group work: your ideal place
Aim Use different sentences
1 Each group choose one place to describe and what you are doing in it Choose one place, and describe what they are doing
2 Move around the room and give suggestions Talk about it and write it down
3 Ask one to show their works and act it Choose one of each group to make a report
4 Evaluate the best group and the best reporter Choose the best one
Homework Ask your friends their ideal place and write about it
教学反思：新课程标准中强调学生在课堂中的主体地位，在综合课中他们的主体地位就更加突出。在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。使用照片图片多媒体来辅助教学，效果更好。同时让了解其他国家风景，风俗的同学介绍ideal place，增加学生的背景知知识，实现跨学科交流的目的。
教案点评：
采用任务型教学模式，在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。使用照片图片多媒体来辅助教学，效果更好。让了解其他国家风景，风俗的同学介绍ideal place，增加学生的背景知知识，实现跨学科交流的目的。
篇7：Unit 4 Don’t eat in class. （3rd） 导学案(新课标版英语七年级)
初 一 年级 英语科 听力学案 Keep up the good work. （再接再励）主备:刘彩凤 初审 复审 时间 ： 3月 16 日
学习内容 Unit 4 Don’t eat in class. （3rd） 师：教学设计 (收获) have to do the dishes after dinner. And I can’t watch TV in the evening.
E: Oh. Well, Ihelp my mom make dinner sometimes.
D: Me, too. I have to help my mom make breakfast every morning. And I must clean my room .
E: Wow, you do have a lot of !
2．Check the answers.
3．Practice the conversation above.
Step4: Extension (Come on)
1.Report the rules in Dave’s house.
任务型阅读
Little Tommy is a boy of ten. He began to go to school when he was six, and now he is in Grade Four .He lives not far from the school but he is often late for class. He likes watching TV in the evening and goes to bad late, so he can’t get up on time in the morning.
This year, Mrs Rice, Tommy’s aunt, works in Tommy’s school. She is very strict with Tommy and often tells the boy to obey(遵守）the rules and come to school on time.
Yesterday morning Tommy got up late. When he hurried to school, it was eight twenty. His aunt was waiting for him at the school gate.
“You are ten minutes late for the first class, Tommy,”Mrs Rice said angrily,“Why are you often late for class?” Tommy answered, “Every time, when I get to the street corner, I always see a guidepost(路标），it says,‘ SCHOOL-----GO SLOW! ’”
根据短文回答下列问题。
1.How many years is Tommy at school?
2.Why is Tommy often late for school?
3.What does Mrs. Rice do? 4. When does the first class begin?
5.Who do you think the guidepost is for?
学习目标：1．培养学生听说的能力
2．培养学生综合运用语言的能力，能用英语完成简单的任务，处理传送信
重点难点：1. Learn the new words: go out, practice, dish等.
2. Be able to talk about things in the conversation you hear.
3. Be able to finish some simple listening tasks
Learning steps：
Step 1 Check self-learning (Take to heart)
翻译成汉语
1.go out2.do the dishes 3.on school nights
4.see friends__________5.practice the guitar
6.help his mom make breakfast
7.clean his room____________ 8.before dinner
9.on school days___________________
Step 2 Work in groups (Unity is strength)
Task1:Lead-in.
Task2:Listen and check the activities you hear in Section A 2a.
Task3:Listen again and circle can or can’t in Section A 2a.
Task4:Read and match the pictures [a-h]in1a with the rules in 1b.
Task5:Listen and do the exercises in Section B 1b and 1c.
Step3: Feedback. (I believe you)
Listen again and fill in the blanks.
E: Hi, Dave.Do you want to watch the basketball game in the park this evening?
D: I’d love to,but I can’t go out
E: Oh, that’s too bad.
D: Yeah,I have so many rules…
E: Really?
D: Yeah,Isee my friends on school days and I do my homework after school.
E: What other rules do you have?
D:Mmm…I must the guitar dinner and then I
师：教学反思 （疑惑）
篇8：新目标英语九年级全套教案 新目标 Unit 12 (新目标版九年级英语教案教学设计)
Unit 12 You’re supposed to shake hands.
Part 1: Teaching design (第一部分：教学设计)
Structures: Supposed to ＋ infinitive
Target 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 words
Section A
Goals
●To learn to use the structure Supposed to ＋ infinitive
●To listen and talk about what people are supposed to do
Procedures
Warming up by learning about the structure Supposed to ＋ infinitive
Turn 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 matching
Hello, 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.
Tapescript
Boy1: 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 checking
You are supposed to listen for a second time to check your answers in 1a.
Countries Customs
1. c Brazil a. bow
b. shake hands
c. kiss
2. b the United States
3. a Japan
4. b Mexico
5. a Korea
Now you can turn to page 135 to read the tapescript. While
reading
circle the connectives and underline the expressions.
1c Doing pairwork
What do people do when they meet for the first time? Now in
pairs tell
each 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 checking
Maria, an exchange student from India, went to her American
Friend Dan’s place and had dinner there. Now listen to the tape
for the mistakes Maria made there.
Tapescript
Boy: 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 clothes
2b Listening and filling
To fill in the blanks on page 95 you are supposed to listen to the
tape one more time.
Tapescript
MariA: 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 get
up at 7:00, you’re supposed to get up later.
Wang Bin: And you were supposed to do the morning exercise
instead.
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 pairwork
You are supposed to role play the conversation between Maria
and Dan. And you are supposed to use the information from
activities 2a and 2b.
A: How was the dinner at Paul’s house last night?
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 each
other 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-shirt
and 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 filling
On 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 Lopez
From Cali, Colombia Marc LeBlanc
From Lausanne, Swizerland
Where 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 visit 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 Switzerland
Being on time Pretty relaxed about time very important to be on time
Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first
Making plans with friends
Don’t usually have to make plans to meet friends usually plan to do something interesting, or go somewhere together
3b Doing pairwork
Next 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 for dinner, 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 walk around the town 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 pairwork
An exchange student from England is coming to your school for
classes. You are supposed to fill in the chart below on page 96
with things he is supposed to do inside and outside the
classroom.
Items You are supposed to …
Greeting teachers Say, “Good morning” in the morning
Doing homework At home or in school after class
Phoning someone Say, “Ni Hao, I’m …”
Visiting someone’s place Call first, and knock at the door
Making plans with friends Discuss the plan, call to make changes
Being on time Always on time or little earlier
Giving gifts Festival gifts being necessary
… …
Now you are supposed to role play a conversation based on the
chart you just filled in.
A conversation between you and an exchange student from Britain
A: 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 greet 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 in Britain.
B: For homework you may do it at home or in school, but always after class.
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 order
to pass the exams, and the English grammar exams!
Closing down by competing
To end this English class you are supposed to take a
competition. You are supposed to say as many sentences with
the Structure: Supposed to ＋ infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.
篇9：Unit 8 Where is John like?(新目标版七年级英语教案教学设计)
教学目标
1）学会描述人物性格特征。
2）学会表达对人物外貌，爱好，个性等方面的综合评价。
3）培养学生发表自己的看法和意见的能力。
教学向导
语言目标
和结构 用what, who引导的一般现在时一般疑问句
Who’s that?
What’s he like?
2. 词汇：描述人物性格的单词
学习策略与
思维技巧 1. 个体操练 2. 群体思维 3. 查找信息解决问题
语言功能 谈论人物特征
表达对人物的简单评价
多元智能 人际交往能力
逻辑表达能力
概括智能
主题思维图及任务型活动
教学过程：
Teaching procedures
Teacher’s activities Students’ activities
Step1 Lead-
in Show some different photos to them and ask them, “Can you tell me who they are”
“What do they do?” Practice “He is …”
Step 2 Let students look at the photos and ask them: “What is the famous Chinese film star Gong Li like?” learn the new words
Step 3 Look at the picture on page 47 and ask the students to practice the dialogue in pairs.
“What is Billy like?” “He is …” Practice the dialogue.
Make up their own dialogues
Step 4 Give each student a piece of paper, and let them fill in the form.(表一). 对家人或朋友外貌，性格，职业，爱好进行调查 Fill in the form
Step 5 Ask students to do listening practice on page 48, 2a. Listen and draw the lines to match the words.
Step 6 .Write a book or see a movie. Then fill in the form.（表二）收看一部电影或读一本小说，记录其中主要人物的性格和外貌等。
Step 7 Interview
针对所填表格，运用所学句型进行口头练习。
Step 8 Writing:
写出十年后你理想中的着装，外貌，性格。
附:
Chart 1
..Names. ... relationship job appearance personality hobbies
(father)
Chart 2
personality appearance Why do you like/dislike him/her?
教案点评及反思：
本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用直观的形式，如照片等来教授新课。
1．导入：用名人照片导入容易引起学生共鸣。由于所选的人物有代表性，比较直接，鲜明的把学生引入到新课之中。加深学生对目标语言的理解。
2． 运用调查身边熟人的方法使目标语言具有很强的实用性。通过表格把新旧知识联系起来，达到温故知新的效果。
3． 阅读这个任务既锻炼了学生们的阅读能力又锻炼了他们分析问题的能力。当然这个任务需要一个充足的准备过程。
评价：本课设计合理，层次清晰；形式多样，课件运用恰当；达到了学生掌握并灵活运用目标语言的教学目的。在任务的设计和衔接上精炼流畅，最后一个任务难度大，老师的可预见性低，在操作时给老师提出了挑战。为了能够完成任务，收到良好的效果，老师和学生都应在课前充分准备。本节课改变了过去那种教师讲解和学生记笔记的学习语言的方式，培养了学生创造性运用语言的能力，并给学生创造能力的发展留出了充足的空间。
建议：可以根据学生情况，把step 6改为group work.即每组读一本书。这样做有助于培养学生团结互助，尊重他人，取长补短的能力。最后一步“写出十年后你理想中的着装，外貌，性格”可以根据情况留做家庭作业。要求学生不光要以文字的形式表达出来，同时要配上简单的图画，并通过板报的形式进行交流。
篇10：初一英语新目标教案unit1(新目标版七年级英语教案教学设计)
Language functions:
Introduce themselves, greet people, ask for and give telephone.
Goals:
Use Hello, Hi. Introduce themselves. The number0-9.
Structures:
Present tense to be. What question. Possessive adjectives my, your, his, her.
Vocabulary:
Personal names, numbers 0-9. phone number, first name, last name, Hi, Hello
Target language:
What’s your name? My name is… I’m Gina. Nice to meet you. What’s your phone number? It’s…
Learning strategies:
Practicing. Listening for specific information.
Four periods
Period 1
Step 1 Revision
Revise the words and the sentences: What’s this in English?”
Do P1-1a
Teach new words and then let them read.
Step 2 Pairwork
Greet people and introduce yourself
Step 3. Presentation
1. Look at the picture P1-1a, listen to the conversations.
2. Do P1-1b.
3. Listen and repeat the conversations.
4. Pairwork. Do P1-1c.
Practise the conversations.
Report: self-introduction
Use: My name is…
I am…
I want to be your good friend
Step 4 Listening
1. Look at the picture p2-2a. listen to the conversations.
2. Do p2-2a
3. Teach the class to read the names.
4. Do p2-2b.
Step 5 Presentation
1. Using gestures and models, help the class to understand the sentences:
My name is…= I am
Her name is…
His name is…
2. Pairwork Do p2-2c
3. Groupwork. Do p3-4
Step 6 Grammar focus
1.Let the students read and ask any questions.
2. Teach them how to write the sentences.
Homework
Do p2-2c
Period 2
Step 1. Revision
1.Revise the words p1-p2.
2.Groupwork: Play the name game,p3-4
3.teach the new words p3, p5
step 2. Presentation
I. show a photo of Cheng long.
T: Who is this? S: It’s Chenglong
What’s his name? His name is chenglong.
What’s his English name? His English name is Jacky Cheng.
2. Name First name(Given name) Last name (Family name)
Cheng long Long Cheng
Jacky Cheng Jacky Cheng
4. Cheng long. His first name is Long. His last name is Cheng.
Jacky Cheng. His first name is Jacky. His last name is Cheng.
II. Show a photo of mine.
Who is this? My first name is… My last name is…
III. Groupwork
What’s your/his/her name?
What’s your/his/her first/last name?
Iv. Report: Self-introduction
My name is… My first name is…and my last name is…
I want to be your good friend.
Step3. book
1. Do p3-3a, 3b
2. Give yourself and English name the report
My English name is… My first name is…and my last name is…
3. Do p5-3a
Step 4 Homework
Make a ID card.
Period 3
Step 1. Revision
1. Pairwork
what’s your first/last name?
2. Report
Tell us your personal information
Step 2 words
Do p4-1a
Groupwork: Read the numbers.
Say your favourvite number.
Step 3 Presentation
1. This is my mobile phone. My telephone number is…This is Miss Zhang. Her telephone number is… What’s her telephone number? It’s…
What’s your telephone number?
It’s…
2.Pairwork
What’s your telephone number?
It’s…
3. Groupwork
What’s your/his/her telephone number?
It’s…
Do p4-2c p5-4
Step 4 book
1. Listening Do P4-1b, 2a, 2b
2. show their ID cards
3. Do P5-3b, 3c
4. Check their ID cards.
Step 5 Homework
Make a school ID card
Period 4
Step 1 Revision
Revise the words and the sentences that they learned in this unit.
Revise the numbers
Step 2 Exercises
1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.
2.Write five new words in their Vocab-builder on p108.Share their lists with other students.
3 Complete the questions and answers individually for the other three situations.
4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.
Step 3. Game
1. Play the name game. P3-4
2. Find the owner. P5-4
Step4 Homework
Remember the words and the sentences.
篇11：初一英语新目标教案unit2(新目标版七年级英语教案教学设计)
Language functions:
Identify ownership
Goals:
Talk about the things.
Structures:
Demonstratives this, that. What questions. Yes/No questions and short answers
Vocabulary:
The letters, pencil, pen, book, eraser, ruler, pencil case, backpack. ID card, baseball, watch, key, computer game, notebook, ring, dictionary.
Target language:
Is this your pencil? Yes, it is. No, it isn’t. What’s this in English? It’s a pencil. How do you spell pencil?
Learning strategies:
Use context, guessing.
Four periods
Period 1
Step1 Revision
Revise introduce themselves. My name is… My phone number is…
Step 2 Presentation
1. Locate actual items in the classroom. Hold up each one and say its name. Ask them to repeat. Include: pencil, pen, book. Eraser, ruler, pencil case, backpack, pencil sharpener, dictionary.
2. Match the words and the objects. Do 1a
3. Listen. Do 1b.
Step 3 Pairwork
1. Say the sample conversations. Have them repeat.
2. Ask them to practice the conversations in pairs.
Step 3 Task
Gather some things on the desk and invite students to take turns coming to the front and find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart? Ask Is this your…?
Period 2
Step 1. Revision
Revise is this your …? Is that your…?
Step2. Listening
1. Point to the objects in the illustration and ask students to name each one.
2. Play the recording. Do 2a
3. Do 2b. point to the words in the box and ask them to read them aloud. Listen. Write one of the words form the box on each blank line. Check their answers.
Step 3 Pairwork
Practice the conversation in the picture with a student.
Practice the conversation in the picture with a partner.
Step 4 Grammar focus
1. Ask students to say the questions and answers
2. Point out that the word that shows ownership comes before the item we are talking about.
Step 5 Listen
1. Do 3a.
2. Do 3b. Ask pairs of them to practice the example conversation. Ask them to say the name of each picture.
3. Ask them to work in pairs again. Have them practice the conversation again, substituting the words shown in the pictures.
Step 6 Task
Put some things in a paper bag- your pen, pencil or some thing else. Another student will take sth out of the bag. He or she will ask questions to find out who it belongs to.
Do 4a.4b. Point to the conversation in the picture, ask them to repeat.
Period 3.
Step 1 Revision
Revise is this your…?
Ask students to repeat the words: baseball, watch. Computer game, ID card, key, notebook, ring and pen. Match the words and objects in the picture. Do 1a
Step 2 Practice
1. 1b. Say the conversation with a student. Ask pairs of students to say the example conversation. Ask some to perform one of their conversations for the class.
2. They draw a picture of one of the objects in the picture and write out the conversation they had about that object.
Step 3 Listening
1. Read the words in 1a
2. Listen. Do 2a.
3. Listen. Do 2b.
Step 4. Task
1. Student A will look at p94. Student B will look at P98. Each student has only part of the information needed to complete the activity.
2.Give an example of the first question and answer.
3. A: is this her key?
B. No, it’s his key.
4. Divide the class into pairs.
5. Do 2c. check their answers.
Step 5. Practice
1. Look back at p10. Have them read the list of words.
2. Read the notices and circle the words that were used in 1a.Do 3a
3. Check the answers.
4. Do 3b.
Step 6 Task
Tell them that they will each write a message like one of these. Do a sample in together in class.
Ask them to write their bulletin board messages and write their messages on the board.
Step 7 Task
Most of people have pecked up others’ things. Do you know how to give it back it back to the owners? Do you know how to write Lost & Found?
Period 4
Step 1 Revision
Revise what they learned in this unit
Step 1 Self check
1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.
2.Write five new words in their Vocab-builder on p108. share their lists with other students.
3 Complete the questions and answers individually for the other three situations.
4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.
Step 3 play the game
Ask them to write their first name, last names and telephone numbers in random order on the board. Next have some other students draw on the board pictures of things they own among the names and numbers. Ask students to use only things whose names they have studied in class. Then ask them to take turns pointing to an item on the board and asking questions such as: Is this your last name?… The student then calls on another student to answer the question with Yes or No.
Step 4 Task
Have you ever lost anything? How could you find it? Do you know how to write Lost & Found?
My English is …
My name is…
Please call 928-682
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