最新人教新目标英语七下unit 4《don’t eat in class》(第二课时教案

Unit4 Don't eat in class Unit 4 Talk about rulesKey words:school rulesSentences:talk about rulesPassage:Talk about the rules(at ’t arrive late for class.Don’t eat in the classroom.Don’t talk in the class.Don’t listen to music in the classrooms or the ’t fight.重难点精讲Grammar肯定祈使句Turn left.Eat outside.Open the windows.否定祈使句Don’t turn left.Don’t eat outside.Don’t open the windows.Imperative sentences 祈使句, must 的用法.I listen to music after class.You must finish your ’t run in the time for class.---Can we eat in the classroom?--- No, we can’t, but we can eat in the dining the library.重点词组on timebe strict withthink about. + adj.’t f_________. You should ’t a_______ late for class.Students ’t l________ to music in class.题二：选词完成句子swim; wash; cook; be; loud; speak;Mother often asks me to practice _________ English.Don’t _______ in the lake!She often Sunday.You can’t talk __________ in the classroom.题三：将下列句子改成祈使句.You can’t play in the street.You can’t take photos ’t talk in th e library.You should listen carefully in class.You can sit ’t go out ______ school nights, but they can _________ weekends.____________ late for class again!Don’t talk ________ eat in the classroom!________ talking ’t watch TV after school.-- I can’t, _________.题五：When did you __________ Beijing?A. arriveB. arrive atC. arrive inThere are ________ rules in our school.A. too muchB. much tooC. too manyOur teacher often tells us ________ in the ’t run B. not run C. not torun题六：完成句子学生应该每天准时上学。

Unit4 Don’t eat in class.【重点单词】rule n.规则；规章arrive v.到达(be) on time 准时hallway n.走廊；过道hall n.大厅；礼堂dining hall 餐厅listen v.听；倾听listen to…听……fight v. &n.打架；战斗sorry adj.抱歉的；难过的；惋惜的outside adv在外面adj 外面的wear v.穿；戴important adj.重要的bring v.带来；取来uniform n.校服；制服quiet adj安静的out adv.外出go out 外出（娱乐）practice v.& n.练习dish n.碟；盘do the dishes 清洗餐具before prep. conj在…以前 adv以前make (one’s) bed 铺床dirty adj.脏的kitchen n.厨房more adj. pron.更多的noisy adj.吵闹的relax v.放松；休息read v.读；阅读terrible adj.非常讨厌的；可怕的feel v.感受；觉的strict adj.严格的；严厉的be strict (with sb) （对某人）要求严格remember v.记住；记起follow v.遵循；跟随follow the rules 遵守规则luck n.幸运；运气keep v.保持；保留hair n.头发；毛发learn v. 学习；学会【重点短语】1. Don’t eat in class 在课堂上2. arrive late for class 上课迟到3. be on time 准时4.in the hallways 在走廊里5.in the dining hall 在餐厅6. listen to music 听音乐7 fight with…与某人打架8.Don’t eat in class. 不要在课堂上吃东西。

1不要上课迟到。

Don’t arrive late for class.2你必须准时。

You must be on time.3不能在走廊里跑跳。

Don’t run or jump in the hallways.4不能在教室里吃东西，你必须在餐厅里吃。

Don’t eat in the classroom.You must eat in the dining hall.5不要在课上听音乐。

Don’t listen to music in class.6不要打架。

Don’t fight.7规则有什么？What are the rules?8禁止带帽子.Don’t wear a hat.9这是我上学的第一天。

It’s my first day at school.10在学校里我得穿校服。

I have to wear a uniform at school.11在图书馆里我们也必须保持安静。

We also have to be quiet in the library.12我们必须上课准时。

We must be on time for class.13他在学校里必须穿校服吗？Does he have to wear a uniform at school?14在我梦想的学校里，我们没必要每天来上学。

At my dream school, we don’t have to come to school every day15禁止拍照。

Don’t take photos.16禁止吸烟。

No smoking.17在上学的晚上他也必须练习弹吉他。

He has to practice playing the guitar on school nights.18不要把脏盘子留在厨房里。

Don’t leave the dirty dishes in the kitchen.19我不能吵闹。

I can’t be noisy.20我也不能放松。

人教版新目标英语七年级下册《Unit 4 Don’t eat in class》教学设计一. 教材分析人教版新目标英语七年级下册《Unit 4 Don’t eat in class》主要讲述了学校的一些规则和行为准则。

本单元的主题贴近学生的生活，易于激发学生的学习兴趣。

教材通过图片、对话和任务型活动等形式，帮助学生理解和掌握目标语言，提高他们的语言运用能力。

二. 学情分析七年级的学生已经具备了一定的英语基础，对学校生活有一定的了解。

但部分学生对英语的学习兴趣不足，学习积极性有待提高。

因此，在教学过程中，教师需要关注学生的情感，激发他们的学习兴趣，让他们在轻松愉快的氛围中学习英语。

三. 教学目标1.知识目标：学生能够掌握本课的生词、短语和句型，理解对话内容，运用所学语言进行简单的交流。

2.能力目标：通过听、说、读、写的训练，提高学生的英语运用能力，尤其是口语表达能力。

3.情感目标：教育学生遵守学校纪律，培养良好的学习习惯和行为规范。

四. 教学重难点1.重点：生词、短语和句型的学习，对话的听力理解。

2.难点：情态动词的用法，对话的输出和运用。

五. 教学方法1.情境教学法：通过设置真实的学习情境，让学生在实践中学习英语。

2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的语言运用能力。

3.情感教学法：关注学生的情感，培养他们的学习积极性。

六. 教学准备1.教材：人教版新目标英语七年级下册。

2.课件：制作与教学内容相关的课件，包括图片、视频等。

3.教学道具：如零食、玩具等，用于模拟课堂情境。

七. 教学过程1.导入（5分钟）利用课件展示一些学校的场景，引导学生谈论学校的规定和纪律。

2.呈现（10分钟）通过课件展示本课的生词、短语和句型，让学生进行听力训练，理解对话内容。

3.操练（10分钟）分组进行角色扮演，让学生模拟对话场景，练习目标语言。

4.巩固（10分钟）设计一些听力、口语和写作的练习题，让学生巩固所学知识。

课时4 Section B(2a----2c)【学习目标】：1.掌握2b信的内容和重点短语：too many,too much和much too的区别；be strict with 和be strict in 的区别。

2.能够灵活运用所学短语。

3.情感目标：让学生谈论自己的家规和校规，并且遵守合理的规章制度。

【教学重难点】：1.掌握2b信的内容及重点短语。

2.掌握too many,too much和much too的区别；be strict with和be str ict in 的区别。

【学情分析】：“Go For It”是一套富有生活情趣，形式灵活，极具人文性的教材。

七年级下册“Unit 4 Don’t eat in class.”这一单元的中心话题是“rules”，谈论自己家里和学校的规章制度。

本课时以任务型教学为主线，着重培养学生获得英语基础知识和阅读的能力。

学习英语四项技能中，学生一般在说的方面最差，主要由于说的太少，可是学生不但课下不愿意说英语，课上也不愿意开口。

因此，如何鼓励他们多说和灵活运用所学短语以及提高他们的阅读能力，特别是在课上如何多说英语是摆在我们面前的课题。

尤其是对于英语基础特别差的孩子来说，更要培养他们的自信。

【Teaching procedures】:Step 1. Let’s review.（复习）Review some phrases about this class.Step 2. Check the guiding paper and correct some mistakes.（反馈导学案并纠错）Step 3.Finish the guiding paper:（学生合作探究-展示-点评-质疑）1.探究一：too many PK too much, much too.2.探究二：be strict with PK be strict inStep 4.Read the letter （23页，2b）,then answer the questions.Step 5.Do some exercises in class.(课堂练习，检测对本堂课学习内容的掌握)Step 6.Summary.（课堂总结）Let students make a s ummary about this class.Step 7.Blackboard design:（板书设计）Unit 4 Don’t eat in class.(section B 2a---2c)Language points:1.too many +可数名词的复数too much +不可数名词。

Unit 4 Don't eat inclassSection A本单元以“规章制度”为话题，用祈使句、情态动词can, must, have to谈论班规、校规及家规。

Section A部分通过教室外墙壁张贴校规的形式呈现书面语的规章制度，然后通过听、说、读、写来学习规章制度的表达方法。

Section B部分通过Molly Brown的苦恼，介绍有关“家规”的内容，并引导学生正视“家规、校规”，使他们相识到：Teachers and parents make rules to help us. We have to follow them.1．Don't eat in the classroom.2．We can't arrive late for class.3．We must be on time.4．—Can we wear a hat in class?—Yes, we can./No, we can't.5．We have to clean the classroom.6．We have to follow the rules.1．祈使句的否定句用法 (详见P 语法聚焦)2．情态动词can表示“许可”的用法及have to的句型结构。

Some school rules in America1．If someone bumps into you, say excuse me, even if it was not your fault.别人碰撞到你，不管你有没有错都要说“对不起”。

2．Be positive and enjoy life.要乐观，要享受人生。

3．Live so that you will never have regrets.别让将来有缺憾。

4．No matter the circumstances, always be honest.不管环境如何，肯定要诚恳。

Unit 4 Don’t eat in class.话题Topic规章制度(Rules)功能Functions能简单谈论规章制度(Talk about rules)Don’t eat in class.We can eat in the dining hall, but we can’t eat in class.I can’t go out on school days.语法Grammar1 能正确使用否定祈使句陈述规章要求(Imperatives Don’t…)Don’t fight.Don't’ arrive late for class.2 能使用情态动词can表示许可(Can for permission)A: Can we wear a hat in school?B: Yes, he does. / No, he doesn’t.We must be on time for class.词汇和常用表达Words & expressions1 能正确使用下列词汇(Curriculum words)rule, hall, dish, kitchen, luck, hair, arrive, listen, fight, wear, bring, practice, relax, read, feel, remember, follow, keep, learn, sorry, important, quiet, more, noisy, dirty, terrible, strict, outside, out, before2 能正确使用下列常用表达(Useful expressions)(be) on time, dining hall, arrive late for class, listen to music, go out, do the dishes, make one’s bed, be strict (with sb.), follow the rules, keep…short, on school days 3 能认读下列词汇hallway, uniformSection A (1a-2d)教学目标：1. 1) 能掌握以下单词：rules, arrive, late, hall, dining hall, listen, listen to, fight, sorry2) 能掌握以下句型：① Don’t eat in class.② You must be on time.③ Eat in the dining hall.2. 学会用英语表达一些标志的含义。

教学设计Unit 4 Don't eat in class.Section B教学目标:1、能掌握以下单词: rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry2、能掌握以下句型: Don't eat in class. You must be on time. Eat in the dining hall.3、学会用英语表达一些标志的含义。

4、熟练使用目标语言谈论对某些规章制度（校规、家规等）的看法。

教学重点:1、肯定祈使句是省略掉主语的原形动词开头；2、否定祈使句则是在肯定祈使句前加上don't3、情态动词must及have to在用法上的区别。

教学难点:掌握祈使句的用法，并能听懂、会说一些简单的祈使句。

教学用具:课件、录音机和单词图片教学过程:Step 1 Warming-up and revision1. Review the words by guessing the pictures2. Have a free talkT: : Are you happy today?S1: YesT: If you are unhappy about something, who do you like to talk to?S1: I love to talk to my motherS2: …Step 2 Pre-reading教师出示书上Molly的图片，向学生提问。

指着图上沮丧的女孩儿提问T: Is Molly happy?S: No.T: Why? Do you want to know why?S: Yes.T:OK,let’s read the letter quickly and find the answer.Step 3 While-readingFast-reading：T:You can just read the first sentence and the last sentence of the letter. Now tell me why?S2: Because there are too many rules.careful-ReadingTask1.Read the letter, underline the rules for Molly.Task 2 Read carefully and then answer the questions.1.Why isn’t Molly Brown happy?2. What can’t she do in class?3. When does she have to be on bed?4 .What does she have to do before she can watch TV?5. Why can’t Molly play basketball after school?Task 3 Read again and fill in the blanks.Task 4 Read the letter from Dr.Know loudly and think about these questions:1.What things can Molly do ?2.Why do parents make rulesStep 4Post-readingHave a discussion in groups.Talk about your family rules in your group.You can say: In my family, There are a lot of rules. NO.1… NO.2… No.3….That’s all, thank you!Step 5 ExerciseStep 6 Summaystep 7 HomeworkWrite a letter to Dr. Know to tell him about your family rules and what you think of these family rules.。

Unit4 Don’t eat in class!附参考答案一．单项选择.1．____ late. It’s your first day to work.A. Don’t to beB. Don’t beC. Don’tD. No 2．－______sing! －All right.A. LetB. Let’sC. We let3．When will the train ______?A. arriveB. arrive atC. reachD. arrive in4．I ______ but I _______ nothing.A. listened ; heardB. listened; hearC. heard; heardD. heard; listened5．The girl ______ the red dress is Jill Green.A. withB. wearC. put onD. in6．－Do you have an eraser?－______. I have _______ eraser.A. No; notB. Not; noC. No; noD. Not; not7. Mary usually _____ her dog at weekend.A. walkB. takesC. go withD. walks8. Don’t ______ bed by 9 o’clock.A. goB. inC. be inD. go in9. We can’t go out _______ school nights.A. atB. inC. onD. by10. He can’t meet his friends tonight because he _______ do homework.A. has toB. needC. have toD. don’t have to11. It’s very warm. You ______ to wear the coat.A. mustB. d on’t have toC. have toD. mustn’t12. Don’t go into the classroom _______ the teacher.A. withB. togetherC. withoutD. with not13. He can’t _______, but he often _______ to the beach and play.A. swimming, goB. swim, goesC. swims, goesD.swim, go14. Does she always wear _______?A. uniformB. sneakerC. a uniformD. a sneaker15. There are ________ rules in our class.A. many tooB. too muchC. much tooD. too many16. Tom never ________ fun at home.A. have muchB. has anyC. have anyD. has many二．句型转换。

Unit 4 Don't eat in classLanguage goalIn this unit students learn to talk about rules.New languageCan we eat in school?We can eat in the cafeteria, but we can't eat in the classrooms.Can students wear hats in school?Ye s, they can./ No, they can't.Section AAdditional materials to bring to class:a candy bar, a small radioPlace 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 upa radio, Can we listen to music in class? No, we can't. Repeat. Can we listento music at a friend's house? Yes, we can. Repeat. Yes,we can.If you wish, you can bring in ot her 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 ag ain, 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 theclass.Say, Now work with a partner. Student A is from another country. He or she doesn'tknow the rules of this school. Student B tells him or her the rules from activityla.As the pairs talk, move around the room monitoring their work. Offer languageor 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 languagein 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 rule s.Play the recording the first time. Students only listen.Say, Now listen again. This time, put a checkmark next to the activities they'retalking about. Point out the sample answer.Play the recording a second time. Students put checkmarks next to the activitiesthey 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 showwhich things Alex and Christina can and can't do at their school. Point out thesample answer for number 1.Play the recording and have students circle the answers.Correct the answers.2c This activity provides guided oral practice using thetarget 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 stud ent B is Christina. Alextells Christina about the rules at your school Change roles so that both of youpractice both parts.As students work in pairs, move around the room monitoring progress and offeringassistance, 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 targetlanguage.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 ina 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.山东省平度市灰埠中学七年级下英语教案Section BNew languagemore action words: arrive, bang out, go out, clean,be home1 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 torepeat. .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 prov ides 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. Stude nts 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 t hat rule to show that it is the first rule that Dave and Emily talk aboutPlay 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 s ome 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 numbers1 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.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.。