《Unit 12 Dont eat in class》教案
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.
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