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, Noork 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 shohich 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, Noork 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. ove 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 neords.
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 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 Dont 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 cant 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 no 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, Norite a letter to Dr no Tell Dr now 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 Pels list of rules as a model.
Have some students read their lists to the class.ake 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 students 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.
上一篇: 外研版七年级英语上册全册导学案
下一篇: 七年级英语上册Unit 9-10复习提纲
双11,不懂中文的老外怎么买买买?三个美国小伙儿建了个“英文版淘宝”
娱乐英语资讯:Jazz fans flock to Windhoek international festival
My Dream 我的梦想
国内英语资讯:Xi holds talks with El Salvador president, urging solid basis to boost cooperation
国内英语资讯:CIIE attracts over 1,000 firms from Belt and Road countries
体坛英语资讯:BMX pair secure Argentinas second gold at 2018 Youth Olympics
国内英语资讯:Commentary: Real deal, not show
2018年12月六级易考范文第1篇: 考试的必要性
2018年12月英语四级作文范文:国学为何盛行
国内英语资讯:Senior official calls for media efforts to enhance China-Russia relations
国际英语资讯:Pittsburgh synagogue shooter pleads not guilty to charges
国内英语资讯:Canton Fair concludes with more new buyers from B&R countries
体坛英语资讯:S. African swimming star Le Clos returns to Youth Olympics as Athlete Role Model
国际英语资讯:WHO chief says more worried after visit to Ebola-hit DR Congo
To Be a Fashion Stylist 成为一名时装设计师
国际英语资讯:Turkey, Russia vow to enhance strategic partnership
体坛英语资讯:Argentina committed to joint World Cup bid, says Uruguay
国内英语资讯:Commentary: New journey begins for Chinas private sector
国内英语资讯:Chinas internet service sector maintains steady growth
国际英语资讯:Indonesian president orders swift aids distribution in quake-stricken Lombok
How to Treat the Internet Trend 如何对待网络潮流
体坛英语资讯:Algeria edges closer to CAN 2019 qualification with win over Benin
KFC被禁止向孩子投放广告!原因震惊到我了
国际英语资讯:Russia slaps large-scale sanctions on Ukraine
体坛英语资讯:Perus Bello tracing fathers footsteps at Youth Olympics
别人家孩子的简历!网友感叹好像一辈子都比不过他了……
玩手机对眼睛的伤害,究竟有多大?
国内英语资讯:Senior official stresses improving development environment for private economy
真的有人把骨灰洒在迪士尼乐园里 结果……
有这10个特点的人最讨人喜欢,你占了几个?