高中英語選修七教案

七年級英語下冊Unit 4 Don’t eat in class導學案。

七年級英語下冊Unit4Don’teatinclass導學案

Unit4Donteatinclass.
第一課時SectionA(1a-1c)

1．重點單詞：rule,2．重點短語：inthedininghall,重點句型：—Whataretherules?
—Well，wecantarrivelateforschool.Wemustbeontime.
Dontlistentomusicinclass.[工作總結(jié)之家 dG15.CoM]

1．重點短語及句型祈使句的用法
祈使句的用法
一、預(yù)習課本P19完成下面的漢譯英。規(guī)定____________2.到達____________走廊____________4.大廳____________傾聽______________6.打架____________抱歉的__________二、認真預(yù)習1a找出下列短語和句型。有什么規(guī)定？________________________________________________________________________2．不要上學遲到！________________________________________________________________________我們必須準時！________________________________________________________________________上課不準聽音樂！________________________________________________________________________在餐廳里________________________________________________________________________
Step1情景導入？”byaskingquestions.Teacher：Lookatthisgirl.Whatisshedoing?Student：Sheiseatinganapple.Teacher：Canweeatanappleinclass?Students：No,Teacher：Sowhatshouldwesaytothegirl.Teacher：Weshouldsaytothegirl：“Donteatapplesinclass.”環(huán)節(jié)說明：通過師生對話引出新知識——祈使句。Step2完成教材1a-1c的任務(wù)學習1a中的學校規(guī)定大聲朗讀這些規(guī)定然后將這些規(guī)定的序號填在相對3分鐘)2．認真聽錄音找出Peter和Mike違反了哪些規(guī)定在1b中的橫線上寫出1a中的數(shù)字師生共同核對答案。(2分鐘)再聽一遍錄音同時跟讀。(2分鐘)練習1c中的對話。然后編寫新對話小組內(nèi)進行對話練習并進行組與組之間的比賽教師點評。(5分鐘)參考案例：Whataretherules?：Dontarrivelateforclass.Wemustbeontime.小結(jié)訓練。(3分鐘)把下1．Sitdown.Dont_sit_down.
2．Comein.Dont_come_in.
3．Eatinthehall.Dont_eat_in_the_
環(huán)節(jié)說明：聽說結(jié)合第一時間向?qū)W生傳達語言目標通過結(jié)對對話練習和小結(jié)訓練使學生熟練掌握祈使句。Step3問題探究的用法用arrive,填空。henIarrive_atYucaiMiddleSchoolinShanghai，itis7：50arrive“到達”是一個不及物動詞不能直接跟表示地點in或at。在“大地方”前加in；在“小地方”前加at。arrivein/at＋地點如果arrive后是地點副詞就不用介詞。我們學過的“到達”的另一種表達法是：get_to。下次開會別遲到。做某事遲到be_late_for_sth.其同義詞組為do_sth.late)打開門open_the_door2)不要在教室里聽音樂。ont_listen_to_music_in_the_classroom．祈使句的開頭是動詞原形。祈使句的否定形式多以dont開頭再加上動詞原形。________everyday.
A．ontimeB．intime
C．fortimeD．a(chǎn)ttime
答案選A。ontime“準時”；intime“及時”。
請同學們做前面課時訓練部分。第二課時SectionA(2a-2d)

1.重點單詞：outsidewear，important，bring，uniform，quiet
2．重點短語：wearahat,重點句式：Canwelistentomusic?
—Wecantlistentomusicinthehallway,butwecanlistentoitoutside.
Canwebringmusicplayertoschool.
Wealwayshavetoweartheschooluniform.

情態(tài)動詞can和haveto的用法
haveto的用法
一、預(yù)習課本P20新單詞并識記完成下面的漢譯英。在外面____________2.穿戴____________重要的__________4.帶來____________校服__________Ziyuanku.com__6.____________
二、認真預(yù)習2a和2d找出下列短語和句型。戴帽子________2.許多規(guī)定__________保持安靜______4.必須__________我們能將音樂播放器帶到學校來嗎？________________________________________________________________________
Step1情景導入：Ourschoolisverybigandbeautiful環(huán)節(jié)說明：通過這個環(huán)節(jié)既復(fù)習了上節(jié)課學習的內(nèi)容又練習了學生的口語。Step2完成教材2a-2c的任務(wù)聽錄音將Cindy和Alan所談?wù)摰幕顒舆x出來完成2a個別展示答案教師點評。(3分鐘)聽錄音并根據(jù)要求完成題目2b3分鐘)再聽一遍錄音并且跟讀體會can,的用法。(2分鐘)兩人一組根據(jù)2a中的信息仿照2c的形式來練習對話并邀請幾組學生表演對話。(5分鐘)參考案例：Canwelistentomusic,：Wecantlistentomusicinthehallways,5．小結(jié)訓練。(2分鐘)用can和cant1．Mr.Greencantsmoke(吸煙)here,ing.”
2．Itsveryhotoutside.Youcanwearahat.
3．Icantgotobedafter11：00onschoolnights.環(huán)節(jié)說明：通過聽、說學習訓練讓學can和cant的用法同時學生的口語表達水平在對話練習中也能得到提升。Step3完成教材2d的任務(wù)學生快速閱讀對話了解對話大意回答下面問題：Whatarethey?
2．學生認真自讀對話根據(jù)對話內(nèi)容完成下列句子。(5分鐘))Johnsnewschoolhasa_lot_of_rules．)Itsimportantto_be_on_time．)Johncantbringmusicplayerstoschool．)Johnalwayswearsuniformstoschoolandis_quietinthelibrary.
3．大聲朗讀2d對話讀熟后與同伴結(jié)對練習分角色表演對話。(3分鐘)邀請三組來表演5分鐘)小結(jié)訓練。(3分鐘)(B)1.Weareatthelibrary.Please_______quiet.
A．doB．beC．canD．a(chǎn)re(B)2.—Whataretheschoolrules?
—We________arrivelateforclass.ziyuanku.com
A．dontB．cantC．a(chǎn)rentD．a(chǎn)re
(C)3.You________goinahurry(匆忙)．Theresenoughtimeleft.havetoD．haventto環(huán)節(jié)說明：將對話轉(zhuǎn)化成填空題這樣能對所學的重要句型起到復(fù)習鞏固的作用。Step4問題探究用法)你不得不穿校服嗎？)他必須去上班。togotowork.ziyuanku.com
have_to為固定短語意為“不得不”強調(diào)由客觀原因造成不得不去做某事有have_to和has_to變化在變否定句和疑問句時要借助助動詞do等。的用法)我必須做我的作業(yè)。Imustdomyhomework.)—我現(xiàn)在必須要走嗎？不你不必。MustIgonow?
—No,youneednt．
must也意為“必須應(yīng)該不得不”強調(diào)由于主觀要做某事只用于一般現(xiàn)在時沒有人和數(shù)的變化在否定句neednt。的用法)把你的英語書帶到學校來。toschool.
bring意為“帶來”表示從別處將某人或某物帶到或拿到說話者所在的地點來。與bring的意思相對意為“帶走”指從說話者所在地把某人或某物帶走或拿走。
請同學們做前面課時訓練部分。第三課時SectionA(GrammarFocus-3c)

1.祈使句情態(tài)動詞can和haveto的用法
1.祈使句情態(tài)動詞can和haveto的用法
1．祈使句情態(tài)動詞can和haveto的用法
Step1情景導入Teacher：Canwelistentomusicinclass?Students：No,Teacher：Dowehavetoarriveschoolontime?Students：Yes,環(huán)節(jié)說明：通過這個環(huán)節(jié)既讓學生復(fù)習了上節(jié)課的知識點又練習了學生的口語。Step2完成教材GrammarFocus的任務(wù)教師通過板書呈現(xiàn)大量祈使句及含can的句型讓學生觀察討論。(4分鐘)小結(jié)訓練。(2分鐘)(不要跑)inthehallways.Dontfight(不要打架).Whataretherules(規(guī)定)？Wemustbeontime(準時)forclass.Canweeatintheclassroom.No,wecant.Butwecaneatinthedinninghall.Doeshehaveto(必須)weara(一件)uniformatschool.Yes？Wehavetobequietinthelibrary.環(huán)節(jié)說明：通過對GrammarFocus句型的填空練習能夠使學生更好的理解并掌握本單元的語法和重要句型。Step3完成教材3a-3c的任務(wù)認真觀察圖片用所學的祈使句句型為學校圖書館寫出一些規(guī)定寫完后小組內(nèi)交流教師抽查點評。2分鐘)利用所給的單詞或短語來組成關(guān)于學校規(guī)定的句子然后根據(jù)學校的實際情況來回答。請學生在黑板上展示答案。(3分鐘)寫五條理想學校的校規(guī)然后和其他同學分享選出最受歡迎的校規(guī)。(3分鐘)利用所選出的校規(guī)來寫一篇小短文。(5分鐘)參考案例Atmydreamschool,wedonthavetocometoschooleveryday,wecaneatandlistentothemusicinclass.Wealsodonthavetowearuniforms,wecanwearallkindsoffashionclothes.Wecanwearhatsinclass...
環(huán)節(jié)說明：通過本環(huán)節(jié)的學習使學生對前一階段所學的知識起到了復(fù)習的作用同時也鍛煉了學生的寫作能力。Step4問題探究的用法)Theboyoftenfights________others.
A．withB．forC．inD．to答案選A。fight動詞常用詞組fightwith....與……爭斗/打架。fight還可以作為名詞常用于詞組haveafightwith...中。
請同學們做前面課時訓練部分。第四課時SectionB(1a-1d)

1．重點單詞：out重點短語：goouticethepiano，dothedishes，onschoolnights

情態(tài)動詞can和haveto的用法
情態(tài)動詞can和haveto的用法
一、預(yù)習課本P22新單詞并識記完成下面的漢譯英。外出__________2.練習__________碟____________4.在……以前__________二、認真預(yù)習1a和1d找出下列短語。出去____________2.洗餐具__________看望朋友________4.做早餐__________在上學的晚上________________________________________________________________________
Step1情景導入？Letslearntogetherandyouwillfindtheanswer.環(huán)節(jié)說明：通過設(shè)置懸念引起學生的學習興趣導入本課的學習。Step2完成教材1a-1d的任務(wù)先讓學生仔細看1a中的圖片教師并用句型“Whatishe/shedoing？”提問1b中的短語和1a中的圖片匹配并核對答案。(5分鐘)聽錄音標出Dave不能做的事情和他必須要做的事情集體核對答案完成1b。(2分鐘)記憶1c中的短語然后聽錄音從1c中選出Dave遵守1b中這些規(guī)定的時間。(5分鐘)兩人一組仿照1d的對話形式練習對話結(jié)合實際談?wù)撟约旱募乙?guī)。最后請學生做簡短的報告。(5分鐘)參考案例：Canyougooutonschoolnights?：No,小結(jié)訓練。(2分鐘)(C)1.—Whyareyouwalkingsofast?
—BecauseI________gethometodomywork.
A．haveB．gotoC．havetoD．hasto(B)2.—Canyoucookdinner?
—________．Itseasy.(A)3.IcantwatchTV________myschoolnights.
A．onB．a(chǎn)tC．inD．to
環(huán)節(jié)說明：通過本環(huán)節(jié)的學習使學生熟練地掌握情態(tài)動詞can和haveto的用法并且為談?wù)撟约旱募乙?guī)奠定了基礎(chǔ)。Step4問題探究的用法)練習吉他practice_the_guitar)練習彈吉他practice_playing_the_guitar意為“練習實踐”。它的后面可以跟名詞或代詞如果跟動詞要把動詞變成ing形式。)在上學期間的晚上at_school_nightst前若有其他詞匯修飾指具體的某個晚上應(yīng)用介詞on。
請同學們做前面課時訓練部分。第五課時SectionB(2a)-SelfCheck

1．重點單詞：dirtyremember，follow，luck，keep，hair，learn
2．重點短語：toomany重點句式：Therearetoomanyrulesathome.canwatchTV.
1.重點單詞、短語和句型情態(tài)動詞can和haveto的用法
1．重點單詞、短語和句型
一、預(yù)習課本P23－24新單詞并識記完成下面的漢譯英。臟的____________2.廚房____________更多的__________4.吵鬧的__________放松____________6.閱讀____________可怕的__________8.感覺____________嚴格的__________10.記住____________遵循____________12.運氣____________保持____________14.頭發(fā)____________學習____________二、認真預(yù)習2a和SelfCheck內(nèi)容找出下列短語和句型。讀書___________2.整理床鋪___________好運___________4.留短發(fā)_____________對某人要求嚴格________________________________________________________________________遵守規(guī)定________________________________________________________________________在家里有許多的規(guī)定。________________________________________________________________________不要把臟盤子留在廚房里。我在能看電視之前必須要讀書。_________________________________________________

Step1情景導入Teacher：Whenyouareunhappyaboutsomethingriends？Canyoutellme?Students：...Teacher：Mollyisastudentlikeus.Sheisveryupset.Doyouknowwhysheisunhappy環(huán)節(jié)說明：通過情景導入即完成了2a的學習又引出了Molly的煩惱引起學生的好奇心激發(fā)了他們的學習欲望。Step2完成教材2b-2c的任務(wù)快速閱讀2b信件了解信件內(nèi)容畫出Molly的家規(guī)。(2分鐘)再次認真閱3分鐘))AretheremanyrulesatMollyshome?
2)HowdoesMollygotoschool?
3)DoesMollyneverplaybasketball?
4)Whendoesshehavetogotobed?
3．第三遍閱讀短文完成2c的選詞填空。小結(jié)訓練。(2分鐘)(A)1.Thereare________peopleintheshoppingcenteronSundays.
A．toomanyB．toomuchC．muchD．a(chǎn)lot(A)2.Pleasedontmakesomuch______，itstoo______．(B)3.Thegirlis________tocatchtheearlybustowork.
A．luckB．luckyC．luckilyD．lucks
(C)4.Mr.ZhangisourEnglishteacher,heisverystrict________usand________hiswork.
A．in,inB．with,with
C．with,inD．in,with
環(huán)節(jié)說明：通過這一環(huán)節(jié)的學習不僅鞏固了本單元的語法而且還鍛煉了學生閱讀能力和概括能力。Step3完成教材3a-3c的任務(wù)請同學們讀3a的短文然后從方框中選詞將短文補充完整集體核對答案。(3分鐘)大聲朗讀3a短文。(2分鐘)寫出你在家里和學校必須要做的事情和不能做的事情完成表格并標出你認為最不公平的規(guī)定。(3分鐘)根據(jù)3b中的表格內(nèi)容給Dr.Know寫一封5分鐘)參考案例ng.Afterbreakfast,Ihavetogotoschoolquickly,becauseIcantarrivelateforschool.InclassImustlistentotheteachercarefully.Atschoolwecantlistentomusicandeatlunchintheclassroom.AfterschoolIcantplaywithmyclassmates.Imustdomyhomeworkfirst.AftersupperIhavetoreadabookforhalfanhour.IcantwatchTVonschoolnights.
環(huán)節(jié)說明：這一環(huán)節(jié)通過讀寫的訓練有助于學生寫作水平的提高鞏固所學的知識。Step4完成教材SelfCheck的任務(wù)認真識記SelfCheck1表格中的詞組然后用所給的詞組來完成短文填空。小組交流教師核對答案。(3分鐘)運用can,和dont來寫出學校的規(guī)定每個規(guī)定用兩種方法來寫。(2分鐘)小結(jié)訓練。(2分鐘)(改為否定句)(改為否定句)ont_eat_food_in_the_classroom.
3．Hehastodohishomeworkatschool.(改為否定句)(改為祈使句)Step5問題探究的用法)太多的蘋果too_many_apples)太多的水too_much_water一般修飾可數(shù)名詞復(fù)數(shù)表示“許多的”前面加副詞too則表示“太多的”。toomuch后要跟不可數(shù)名詞。much一般修飾不可數(shù)名詞后要跟不可數(shù)名詞。與noisy的用法)Pleasedontmakemuchnoise．Itstoo是不可數(shù)名詞；noisy是形容詞。的用法)離開中國leave_China)把我的作業(yè)忘在了家里leave_my_homework_at_home意為“離開遺忘”。離開某地leave_＋地把某物忘在了某地leave_＋sth.＋地點的用法)看書read_books)看報紙read_newspapers意為“看讀”指看有文字內(nèi)容的東西后面常跟書刊、報紙和雜志等單詞。的用法)這個老師對學生要求嚴格。)這個老師對工作要求嚴格。意為“嚴格”經(jīng)常用到的句型有：對某人要求嚴格be_strict_with_sb.；對某事要求嚴格be_strict_in_sth.。答案選A?！発eep＋賓語＋形容詞”意為“保持某物某種狀態(tài)”。
請同學們做前面課時訓練部分。

延伸閱讀

新目標七年級英語下冊Unit 12 Don’t eat in class教案

老師職責的一部分是要弄自己的教案課件，是認真規(guī)劃好自己教案課件的時候了。對教案課件的工作進行一個詳細的計劃，接下來的工作才會更順利！你們到底知道多少優(yōu)秀的教案課件呢？下面是小編為大家整理的“新目標七年級英語下冊Unit 12 Don’t eat in class教案”，希望能對您有所幫助，請收藏。

教案正文

隨堂記錄

Unit12Don’teatinclass.教學目標：1.談?wù)撘?guī)則2.祈使語氣3.表示允許4.能夠用口頭或書面描述規(guī)則教學重點和難點：重點掌握祈使語氣的用法，包括表示允許的Can及其當情態(tài)動詞用的havetodo；以及各種可以用在表述規(guī)章制度的動詞和句型。難點在于情態(tài)動詞的用法，以及祈使句與它的應(yīng)答。教學設(shè)計：

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--!--?xml:namespaceprefix=wns="urn:schemas-microsoft-com:office:word"/--

學習內(nèi)容學生活動教師活動1.表示規(guī)則的句型：*---Don’truninthehallways.---Sorry,MsMendoza.*Don’twatchTVafterschool.*Don’tgooutonschoolnights.1.思考、談?wù)撘?guī)則。*Don’ttalkloudly.*Doyourhomeworkafterschool!*Practiceyourguitareveryday.引導、啟發(fā)、教授需學內(nèi)容。2.Canforpermission,suchas:Wecando….Wecan’tdo….Canwedo…?*---Whataretherules?---Well,wecan’tarrivelateforclass.*---Canwelistentomusic,Alex?---Wecan’tlistentomusicinthehallways,butwecanlistentoitoutside.2.聽錄音，回答問題。*---Canweeatintheclassroom?---No,wecan’t.*---Canstudentswearhatsinschool?---Yes,theycan.放錄音；啟發(fā)、提示問題及答語。3.閱讀→遷移（讀、寫、文化差異）。閱讀/認圖標；閱讀信件→根據(jù)其信息找出規(guī)則→寫出規(guī)則。3.引導、提示圖標含義；提示文化差異。

教案正文

隨堂記錄

4.用口頭或書面形式描述規(guī)則。4.利用本單元所學祈使語氣的用法，包括表示允許的Can及其當情態(tài)動詞用的havetodo，根據(jù)常識或觀察,為圖書館、生化實驗室、語音室、機房、健身房、游泳館等公共場所制定規(guī)章制度或使用規(guī)則。4.檢查學生討論制定規(guī)章制度或使用規(guī)則情況——句型、短語、動詞形式是否正確；指導并落實學生寫作情況。

教案正文

隨堂記錄

教案正文

隨堂記錄

初一英語下冊Don't eat in class 導學案

每個老師不可缺少的課件是教案課件，規(guī)劃教案課件的時刻悄悄來臨了。將教案課件的工作計劃制定好，新的工作才會如魚得水！你們會寫一段適合教案課件的范文嗎？考慮到您的需要，小編特地編輯了“初一英語下冊Don't eat in class 導學案”，僅供參考，歡迎大家閱讀。

初一英語下冊Don'teatinclass導學案

Languagegoal
Inthisunitstudentslearntotalkaboutrules.
Newlanguage
Canweeatinschool?
Wecaneatinthecafeteria,butwecanteatintheclassrooms.
Canstudentswearhatsinschool?
Yes,theycan./No,theycant.

SectionA

Additionalmaterialstobringtoclass:
acandybar,asmallradio
Placeacandybarandasmallradioonatableandaskandanswerquestionsabouteachone.Asyougiveyesanswers,nodyourheadyes.Asyougivenoanswers,shakeyourheadno.Say,holdingupacandybar,Canweeatinclass?No,wecant.Canweeatinthecafeteria?Yes,wecan.Repeat.Yes,wecan.Say,holdinguparadio,Canwelistentomusicinclass?No,wecant.Repeat.Canwelistentomusicatafriendshouse?Yes,wecan.Repeat.Yes,wecan.
Ifyouwish,youcanbringinotheritemsandpracticemorequestionsandanswers.Forexample,youcanholdupitemsandask:Canweuseacalculatorinmathclass?CanweuseadictionaryinEnglishclass?Canwewearshoesingymclass?
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthefiveruleswrittenunder"SchoolRules".Readthelisttotheclass.Thenreadthelistagain,usingsimpleexplanationsoractingoutsomerulestomakeclearthemeaningofeachone.Forexample,pointtoyourwatch:Classstartsat9:00.Dontarrivelateforclass.9:05islate.9:10islate.Ifyoucometoclassat9:10,youarebreakingtherules.9:00isnotlate.Dont
arrivelateforclass.Repeat.Dontarrivelateforclass.
Pointoutthestudentsinthepictureandtheboxesnexttothem.Say,Eachofthesestudentsisbreakingoneoftheserules.Writethenumberoftheruleeachstudentisbreakingintheboxnexttohimorher.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothefiverulesinactivityla.Askadifferenttudenttoreadeachruletotheclass.
Pointtothepicture.Askdifferentstudentstosaytheulesthatthestudentsarebreakinginthepicture.
Say,Thisconversationtellsaboutthreestudents.Thestudentsarebreakingrules.Pointoutthedirectionlineandthespaceaftereachname.Say,Writethenumberoftherulenexttothenameofthestudentwhoisbreakingthatrule.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Astheylistentotherecordingthistime,studentsfillinthenumberoftheruleaftereachname.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointouttheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.
Say,Nowworkwithapartner.StudentAisfromanothercountry.Heorshedoesntknowtherulesofthisschool.StudentBtellshimorhertherulesfromactivityla.
Asthepairstalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.
Askseveralpairstopresentoneormoreoftheirconversationstotheclass.
Say,Nowletstalkabouttherulesofourschool.StudentBisfromanothercountry.StudentAtellshimorherabouttherulesofourschool.
Again,movearoundtheroommonitoringprogressandofferinghelpasneeded.
2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothepictureinactivity2a.Askstudentstotellwhattheyaredoing.(Theyretalking.)
Say,Listentotheirconversation.Theyretalkingaboutschoolrules.
Playtherecordingthefirsttime.Studentsonlylisten.
Say,Nowlistenagain.Thistime,putacheckmarknexttotheactivitiestheyretalkingabout.Pointoutthesampleanswer.

Playtherecordingasecondtime.Studentsputcheckmarksnexttotheactivitiestheyhear.
Correcttheanswers.
2bThisactivityprovidesfurtherlisteningpracticeusingthetargetlanguage
Pointoutthelistofcanandcantinthechartinactivity2a.
Say,Nowlistentotherecordingagain.Thistime,circlecanorcanttoshowwhichthingsAlexandChristinacanandcantdoattheirschool.Pointoutthesampleanswerfornumber1.
Playtherecordingandhavestudentscircletheanswers.
Correcttheanswers.
2cThisactivityprovidesguidedoralpracticeusingthe
targetlanguage.
Pointoutthesampleconversationandhaveapairostudentsreadittotheclass.
Say,Nowworkwithapartner.StudentAisAlexamstudentBisChristina.AlextellsChristinaabouttherulesatyourschoolChangerolessothatbothofyoupracticebothparts.
Asstudentsworkinpairs,movearoundtheroommonitoringprogressandofferingassistance,ifneeded.
Asksomepairstopresenttheirconversationstothaclass.
3aThisactivityintroducesmorekeyvocabulary.
Callattentiontothethreepictures.Readthesentencesinthespeechbubbles,sayingblankeachtimeyoucometoablankline.
Thenpointtothethreewords.Saythewordsandaskstudentstorepeateachone.
Afterthat,askstudentstofillintheblankineachpicturewithoneofthewordsfromthebox.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
Checktheanswers.
3bThisactivityprovidesoralpracticeusingthetarget
language.
Pointouttheconversationinthespeechbubblesandasktwostudentstoreadittotheclass.Askstudentstoexplainwhathavetomeans.(Itmeanssomethingisnecessary.Itmustbedone.Youhavenochoiceaboutit.)
Askseveralpairsofstudentstoreadtheconversationtotheclass.
Say,Nowpleasechangesomeofthewordsandmakeyourownconversations.Askandanswerquestionsabouttherulesofthisschool.Givetrueanswers.
Askpairsofstudentstomakeuptheirownconversations.Movearoundtheroomofferinglanguagesupportasneeded.
Asksomepairstopresenttheirconversationstotheclass.
4Thisgameprovidesoralpracticeusingthetargetlanguage.
Say,Youwillwritedownsixrules.Whatrulescanyouthinkof?Remembertousecanandhaveto.Writesomeresponsesontheboard.
Thensay.Workonyourown.Writealistofsixrules.Youcanusetheonesontheboardorotheroneswehavetalkedabout.
Whenstudentshavefinishedwritingtheirlists,havethemputtheirpapersinabag.Withoutlooking,theytakeanotherpaperfromthebag.
Say,Nowgoaroundtheroom.Askifpeoplecandothethingsonyourlist.Findthepersonwhohasthelistofrulesthatyouwrote.Allowtenminutesforstudentstofindwhohavetheirlists.
Asksomestudentstoreadtheirliststotheclass.Answeranyquestionsotherstudentshaveaboutthelists.Youmaywishtowritesomenewitemsontheboardsostudentscanlearnnewwords.
Alternatively,ifyouwouldprefernottohaveyourstudentsmorearoundtheroom,youcanaskthemtodothisactivityingroupsoffour.

SectionB

Newlanguage
moreactionwords:arrive,bangout,goout,clean,behome

1Thisactivityintroducesmorekeyvocabulary.

Focusattentiononthefourpictures.Askstudentstoellwhattheyseeineachpicture,usingwhateverwordsheycan.Ifnecessary,supplythewordsorsentencesandsktheclasstorepeat.Sayasentenceortwoabouteachicture.Whatshedoing?Hesdoinghomework.Repeat.Hesdoinghomework.Theclassrepeats.
Pointoutthelistofrules.Sayeachruleandaskstudentstorepeat..
Thenaskstudentstomatcheachrulewithoneofthepictures.Say,Writetheletterofeachpictureontheblanklineinfrontofoneoftherules.Pointoutthesampleanswer.
Checktheanswers.

2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

Say,Thistime,pleaseputacheckmarkunderEmilyorDaveaftereachrulethatDavehasathishouseandeachrulethatEmilyhasatherhouse.Pointout,thesampleanswer.
Playthetapeagainandhavestudentsmakecheck-Jmarks.Youmaywishtoplaythetapemorethanonceatthispoint.
Correcttheanswers.

2aThisactivityprovideslisteningandreadingpracticeusingthetargetlanguage.

Say,NowlistentoaconversationbetweenDaveandEmily.Listencarefullytotheirquestionsandanswers.
Playthetape.Studentsonlylisten.
Say,NownumbertherulesintheorderDaveandEmilytalkaboutthem.ThefirstruleEmilytalksaboutisDontgooutonschoolnights.Thenumber1isintheblankinfrontofthatruletoshowthatitisthefirstrulethatDaveandEmilytalkabout
Playthetapeagain.Thistimestudentswriteinthenumbers1-4asDaveandEmilytalkabouteachrule.
Checktheanswers.

2cThisactivityprovidesguidedlisteningandspeakingpracticeusingthetargetlanguage.

Say,Nowtalkabouttherulesinyourhouse.What,canandcantyoudo?Whatdoyouhavetodo?Wordwithapartner.
Asstudentstalk,movearoundtheroom,monitoringconversationsandofferinglanguagesupportasneeded.
Havesomepairsofstudentspresenttheirconversationstotheclass.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.

Callattentiontotheletterandpointouttheopening,DearDrKnow.Explainthatthisisalettertoanewspaperwriter.ZhaoPeiiswritingtogetsomeadvice.
Readthelettertotheclassoraskastudenttodothis.Answeranyquestionsstudentsmayhave.
Askstudentstoworkalone.Havestudentsreadtheletterandwritethenumbers1through8infrontofthesenFfencesthattalkaboutrules.
ThenaskstudentstowritetherulesontheblankHnesnexttotheletter.
Correcttheanswers.

3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.

Callstudentsattentiontothepictures.Askdifferent.studentstoexplainwhatthepicturesmean.
Pointoutthesampleanswer.Say,Nowyouhavetowriterulestomatchtherestofthepictures.
Studentsdotheactivityindividually.Astheywork,movearoundtheclassroommonitoringprogressandofferhelpasnecessary.
Checktheanswers.

3cThisactivityprovidespersonalizedwritingpracticeusingthetargetlanguage.

Say,NowwritealettertoDrKnow.TellDrKnowabouttherulesinyourhouse.Remindstudentsthattheytalkedabouttheserulesinactivity2c.
Askseveralstudentstoreadtheirletterstotheclass.

4Thisactivityprovideslistening,speaking,readingandwritingpracticeusingthetargetlanguage.

Askstudentstomakealistoftherulesintheirhouses.HavethestudentsuseZhaoPelslistofrulesasamodel.
Havesomestudentsreadtheirliststotheclass.Makelanguagecorrectionsasneeded.
Pointoutthesamplequestionandanswerinthespeechbubbles.Asktwostudentstoreadittotheclass.
Askstudentstomovearoundtheroomandaskeachotherquestions.Theirjobistofindotherstudentswhohavethesamerules.
WhenstudentAfindsanotherstudentwiththesamerule,studentAwritestheotherstudentsnamenexttothatruleonhisorherlist.
Youmaywishtodoaquickchecktoseewhichrulesaremostcommon.
Alternative:Ifyouwouldprefernottohaveyourstudentsmovearoundtheroom,youcanaskthemtodothisactivityingroupsoffour.Theysurveytheothermembersoftheirgrouptofindwhohasthesamerulesastheydo.

Unit 12 Don’t eat in class.

Unit12Don’teatinclass.

Languagegoal
Inthisunitstudentslearntotalkaboutrules.

Newlanguage
Canweeatinschool?
Wecaneatinthecafeteria,butwecanteatintheclassrooms.
Canstudentswearhatsinschool?
Yes,theycan./No,theycant.

SectionA
Additionalmaterialstobringtoclass:
acandybar,asmallradio
Placeacandybarandasmallradioonatableandaskandanswerquestionsabouteachone.Asyougiveyesanswers,nodyourheadyes.Asyougivenoanswers,shakeyourheadno.Say,holdingupacandybar,Canweeatinclass?No,wecant.Canweeatinthecafeteria?Yes,wecan.Repeat.Yes,wecan.Say,holdinguparadio,Canwelistentomusicinclass?No,wecant.Repeat.Canwelistentomusicatafriendshouse?Yes,wecan.Repeat.Yes,wecan.
Ifyouwish,youcanbringinotheritemsandpracticemorequestionsandanswers.Forexample,youcanholdupitemsandask:Canweuseacalculatorinmathclass?CanweuseadictionaryinEnglishclass?Canwewearshoesingymclass?
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthefiveruleswrittenunder"SchoolRules".Readthelisttotheclass.Thenreadthelistagain,usingsimpleexplanationsoractingoutsomerulestomakeclearthemeaningofeachone.Forexample,pointtoyourwatch:Classstartsat9:00.Dontarrivelateforclass.9:05islate.9:10islate.Ifyoucometoclassat9:10,youarebreakingtherules.9:00isnotlate.Dont
arrivelateforclass.Repeat.Dontarrivelateforclass.
Pointoutthestudentsinthepictureandtheboxesnexttothem.Say,Eachofthesestudentsisbreakingoneoftheserules.Writethenumberoftheruleeachstudentisbreakingintheboxnexttohimorher.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothefiverulesinactivityla.Askadifferenttudenttoreadeachruletotheclass.
Pointtothepicture.Askdifferentstudentstosaytheulesthatthestudentsarebreakinginthepicture.
Say,Thisconversationtellsaboutthreestudents.Thestudentsarebreakingrules.Pointoutthedirectionlineandthespaceaftereachname.Say,Writethenumberoftherulenexttothenameofthestudentwhoisbreakingthatrule.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Astheylistentotherecordingthistime,studentsfillinthenumberoftheruleaftereachname.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointouttheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.
Say,Nowworkwithapartner.StudentAisfromanothercountry.Heorshedoesntknowtherulesofthisschool.StudentBtellshimorhertherulesfromactivityla.
Asthepairstalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.
Askseveralpairstopresentoneormoreoftheirconversationstotheclass.
Say,Nowletstalkabouttherulesofourschool.StudentBisfromanothercountry.StudentAtellshimorherabouttherulesofourschool.
Again,movearoundtheroommonitoringprogressandofferinghelpasneeded.
2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothepictureinactivity2a.Askstudentstotellwhattheyaredoing.(Theyretalking.)
Say,Listentotheirconversation.Theyretalkingaboutschoolrules.
Playtherecordingthefirsttime.Studentsonlylisten.
Say,Nowlistenagain.Thistime,putacheckmarknexttotheactivitiestheyretalkingabout.Pointoutthesampleanswer.

Playtherecordingasecondtime.Studentsputcheckmarksnexttotheactivitiestheyhear.
Correcttheanswers.
2bThisactivityprovidesfurtherlisteningpracticeusingthetargetlanguage
Pointoutthelistofcanandcantinthechartinactivity2a.
Say,Nowlistentotherecordingagain.Thistime,circlecanorcanttoshowwhichthingsAlexandChristinacanandcantdoattheirschool.Pointoutthesampleanswerfornumber1.
Playtherecordingandhavestudentscircletheanswers.
Correcttheanswers.
2cThisactivityprovidesguidedoralpracticeusingthe
targetlanguage.
Pointoutthesampleconversationandhaveapairostudentsreadittotheclass.
Say,Nowworkwithapartner.StudentAisAlexamstudentBisChristina.AlextellsChristinaabouttherulesatyourschoolChangerolessothatbothofyoupracticebothparts.
Asstudentsworkinpairs,movearoundtheroommonitoringprogressandofferingassistance,ifneeded.
Asksomepairstopresenttheirconversationstothaclass.
3aThisactivityintroducesmorekeyvocabulary.
Callattentiontothethreepictures.Readthesentencesinthespeechbubbles,sayingblankeachtimeyoucometoablankline.
Thenpointtothethreewords.Saythewordsandaskstudentstorepeateachone.
Afterthat,askstudentstofillintheblankineachpicturewithoneofthewordsfromthebox.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
Checktheanswers.
3bThisactivityprovidesoralpracticeusingthetarget
language.
Pointouttheconversationinthespeechbubblesandasktwostudentstoreadittotheclass.Askstudentstoexplainwhathavetomeans.(Itmeanssomethingisnecessary.Itmustbedone.Youhavenochoiceaboutit.)
Askseveralpairsofstudentstoreadtheconversationtotheclass.
Say,Nowpleasechangesomeofthewordsandmakeyourownconversations.Askandanswerquestionsabouttherulesofthisschool.Givetrueanswers.
Askpairsofstudentstomakeuptheirownconversations.Movearoundtheroomofferinglanguagesupportasneeded.
Asksomepairstopresenttheirconversationstotheclass.
4Thisgameprovidesoralpracticeusingthetargetlanguage.
Say,Youwillwritedownsixrules.Whatrulescanyouthinkof?Remembertousecanandhaveto.Writesomeresponsesontheboard.
Thensay.Workonyourown.Writealistofsixrules.Youcanusetheonesontheboardorotheroneswehavetalkedabout.
Whenstudentshavefinishedwritingtheirlists,havethemputtheirpapersinabag.Withoutlooking,theytakeanotherpaperfromthebag.
Say,Nowgoaroundtheroom.Askifpeoplecandothethingsonyourlist.Findthepersonwhohasthelistofrulesthatyouwrote.Allowtenminutesforstudentstofindwhohavetheirlists.
Asksomestudentstoreadtheirliststotheclass.Answeranyquestionsotherstudentshaveaboutthelists.Youmaywishtowritesomenewitemsontheboardsostudentscanlearnnewwords.
Alternatively,ifyouwouldprefernottohaveyourstudentsmorearoundtheroom,youcanaskthemtodothisactivityingroupsoffour.

SectionB
Newlanguage
moreactionwords:arrive,bangout,goout,clean,behome

1Thisactivityintroducesmorekeyvocabulary.
Focusattentiononthefourpictures.Askstudentstoellwhattheyseeineachpicture,usingwhateverwordsheycan.Ifnecessary,supplythewordsorsentencesandsktheclasstorepeat.Sayasentenceortwoabouteachicture.Whatshedoing?Hesdoinghomework.Repeat.Hesdoinghomework.Theclassrepeats.
Pointoutthelistofrules.Sayeachruleandaskstudentstorepeat..
Thenaskstudentstomatcheachrulewithoneofthepictures.Say,Writetheletterofeachpictureontheblanklineinfrontofoneoftherules.Pointoutthesampleanswer.
Checktheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Say,Thistime,pleaseputacheckmarkunderEmilyorDaveaftereachrulethatDavehasathishouseandeachrulethatEmilyhasatherhouse.Pointout,thesampleanswer.
Playthetapeagainandhavestudentsmakecheck-Jmarks.Youmaywishtoplaythetapemorethanonceatthispoint.
Correcttheanswers.
2aThisactivityprovideslisteningandreadingpracticeusingthetargetlanguage.
Say,NowlistentoaconversationbetweenDaveandEmily.Listencarefullytotheirquestionsandanswers.
Playthetape.Studentsonlylisten.
Say,NownumbertherulesintheorderDaveandEmilytalkaboutthem.ThefirstruleEmilytalksaboutisDontgooutonschoolnights.Thenumber1isintheblankinfrontofthatruletoshowthatitisthefirstrulethatDaveandEmilytalkabout
Playthetapeagain.Thistimestudentswriteinthenumbers1-4asDaveandEmilytalkabouteachrule.
Checktheanswers.
2cThisactivityprovidesguidedlisteningandspeakingpracticeusingthetargetlanguage.
Say,Nowtalkabouttherulesinyourhouse.What,canandcantyoudo?Whatdoyouhavetodo?Wordwithapartner.
Asstudentstalk,movearoundtheroom,monitoringconversationsandofferinglanguagesupportasneeded.
Havesomepairsofstudentspresenttheirconversationstotheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Callattentiontotheletterandpointouttheopening,DearDrKnow.Explainthatthisisalettertoanewspaperwriter.ZhaoPeiiswritingtogetsomeadvice.
Readthelettertotheclassoraskastudenttodothis.Answeranyquestionsstudentsmayhave.
Askstudentstoworkalone.Havestudentsreadtheletterandwritethenumbers1through8infrontofthesenFfencesthattalkaboutrules.
ThenaskstudentstowritetherulesontheblankHnesnexttotheletter.
Correcttheanswers.
3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Callstudentsattentiontothepictures.Askdifferent.studentstoexplainwhatthepicturesmean.
Pointoutthesampleanswer.Say,Nowyouhavetowriterulestomatchtherestofthepictures.
Studentsdotheactivityindividually.Astheywork,movearoundtheclassroommonitoringprogressandofferhelpasnecessary.
Checktheanswers.
3cThisactivityprovidespersonalizedwritingpracticeusingthetargetlanguage.
Say,NowwritealettertoDrKnow.TellDrKnowabouttherulesinyourhouse.Remindstudentsthattheytalkedabouttheserulesinactivity2c.
Askseveralstudentstoreadtheirletterstotheclass.
4Thisactivityprovideslistening,speaking,readingandwritingpracticeusingthetargetlanguage.
Askstudentstomakealistoftherulesintheirhouses.HavethestudentsuseZhaoPelslistofrulesasamodel.
Havesomestudentsreadtheirliststotheclass.Makelanguagecorrectionsasneeded.
Pointoutthesamplequestionandanswerinthespeechbubbles.Asktwostudentstoreadittotheclass.
Askstudentstomovearoundtheroomandaskeachotherquestions.Theirjobistofindotherstudentswhohavethesamerules.
WhenstudentAfindsanotherstudentwiththesamerule,studentAwritestheotherstudentsnamenexttothatruleonhisorherlist.
Youmaywishtodoaquickchecktoseewhichrulesaremostcommon.
Alternative:Ifyouwouldprefernottohaveyourstudentsmovearoundtheroom,youcanaskthemtodothisactivityingroupsoffour.Theysurveytheothermembersoftheirgrouptofindwhohasthesamerulesastheydo.