goforit八年級(jí)下Unit7Wouldyoumindturningdownthemusic教案

1、Unit 7 Would you mind turning down the music?I Teaching objectives 單元教學(xué)目標(biāo)SkillFocusMake requests and apologize. Listen, describe and talk about different ways to make requests and apologize.Write about request notes and complaint letters.Learn to deal with requests and complaints.LanguageFocus 功能句式M

2、aking requestsWould you mind cleaning your room?Would you mind not playing baseball here?Could you please take out the trash?You have to do your homework.Responses to requests (to apologize)Im sorry. Ill do it right away.Sorry. Well go and play in the park.No, not at all.Sure, thats no problem.詞匯重點(diǎn)詞

3、匯 mind, yard, polite, perhaps, door, line, return, voice, Asian, Europe, impolite, allow, public, cough, break, smoke, drop, litter2 認(rèn)讀詞匯 task, poster, waitress, brought, clothing, solution, annoy, annoyed, etiquette, normal, behavior, uncomfortable, sneeze, politely, cigarette, criticize, behave3 詞

4、組not at all, turn down, right away, wait in line, cut in line, keep down , at first, put out, pick up語(yǔ)法1. 復(fù)習(xí)“表示客氣和委婉的請(qǐng)求”的句子結(jié)構(gòu)。Could you please take out the trash?Yes, sure. Sorry, I have to finish my homework first.2. 學(xué)習(xí)“表示客氣和委婉的請(qǐng)求及回答”的另一句子結(jié)構(gòu)。1) Would you mind cleaning your room? Im sorry. Ill do it

5、 right away.2) Would you mind not playing football here?Sorry. Well go and play in the park.3) Would you mind moving your bike? Not at all.StrategyFocusPracticingRole playingII. Teaching materials analyzing and rearranging 教材分析和教材重組1. 教材分析本單元的話(huà)題是“Complaints”，通過(guò)單元學(xué)習(xí)，要求學(xué)生掌握如何用would you mind doing .? 和

6、 could you .?結(jié)構(gòu)禮貌地對(duì)日常生活中遇到的不滿(mǎn)提出要求，并能對(duì)其進(jìn)行回答，進(jìn)而能用目標(biāo)語(yǔ)言來(lái)對(duì)日常生活中的事情提出自己的看法。有關(guān)I cant stand it的短文則是本單元目標(biāo)語(yǔ)言的綜合運(yùn)用和體現(xiàn)，學(xué)生在讀懂該短文的基礎(chǔ)上進(jìn)行模仿寫(xiě)作訓(xùn)練。Self check要求學(xué)生從詞匯知識(shí)和語(yǔ)言應(yīng)用能力兩方面進(jìn)行自我評(píng)價(jià)，檢驗(yàn)對(duì)本單元目標(biāo)語(yǔ)言的掌握程度。Reading是一篇對(duì)不同文化背景的不同禮節(jié)進(jìn)行介紹的文章，對(duì)學(xué)生即是一種文化信息的輸入，也是對(duì)本單元所學(xué)的目標(biāo)句型的綜合運(yùn)用，讓學(xué)生在擴(kuò)展背景知識(shí)的基礎(chǔ)上鞏固所學(xué)句型，從而最終實(shí)現(xiàn)本單元的教學(xué)任務(wù)。Section A 第一部分圍繞思維（1

7、a）、聽(tīng)力（1b）、會(huì)話(huà)（1c）三方面對(duì)Would you mind .?句型進(jìn)行訓(xùn)練；第二部分圍繞requests and responses進(jìn)行聽(tīng)力（2a-2b）、會(huì)話(huà)（2c）訓(xùn)練；第三部分繼續(xù)圍繞make requests這一話(huà)題開(kāi)展寫(xiě)作（3a）和對(duì)話(huà)訓(xùn)練（3b），要求學(xué)生看圖填空并以pairwork的形式對(duì)目標(biāo)語(yǔ)言展開(kāi)對(duì)話(huà)訓(xùn)練；4是一個(gè)小組活動(dòng)，要求學(xué)生根據(jù)school open day 這一主題在班級(jí)內(nèi)進(jìn)行調(diào)查工作，并決定由誰(shuí)應(yīng)做何種準(zhǔn)備工作。這部分將目標(biāo)語(yǔ)言與現(xiàn)實(shí)生活聯(lián)系在一起，主要培養(yǎng)學(xué)生的想象力，運(yùn)用語(yǔ)言的能力及主人翁精神。Section B 第一部分將實(shí)際生活中遇到的各種具體

8、annoying things列舉（1a）出來(lái)后要求學(xué)生進(jìn)行小組討論并將其排序（1b）；第二部分圍繞三個(gè)具體的problems及 solutions進(jìn)行聽(tīng)力（2a-2b）及口語(yǔ)（2c）訓(xùn)練；第三部分圍繞一篇things that annoy people 及what people do的同步閱讀文章開(kāi)展活動(dòng)，要求學(xué)生進(jìn)行circle 和underline的活動(dòng)（3a），并要求學(xué)生能夠運(yùn)用自己的想象力表達(dá)在實(shí)際生活中的應(yīng)對(duì)（3b）；4以interview的形式繼續(xù)就上一部分中的話(huà)題以口語(yǔ)形式談?wù)損roblems及actions。Self check 1要求學(xué)生對(duì)所學(xué)詞匯進(jìn)行應(yīng)用性填空訓(xùn)練；2要求

9、學(xué)生寫(xiě)一封complaint letter，是對(duì)學(xué)生語(yǔ)言應(yīng)用能力的綜合評(píng)價(jià)。Reading 以談?wù)摬煌幕Y儀規(guī)則的閱讀文章為中心，設(shè)計(jì)了4個(gè)Section：Section 1以詢(xún)問(wèn)“etiquette”一詞的含義的方式提出問(wèn)題，引導(dǎo)學(xué)生由談?wù)搱D片到預(yù)測(cè)文章內(nèi)容，從而激發(fā)學(xué)生的閱讀興趣；Section 2呈現(xiàn)了閱讀文章以及閱讀策略；Section 3是對(duì)閱讀效果的檢驗(yàn)，要求學(xué)生通過(guò)閱讀獲得信息，找出各段文章的大意（3a），提出建議，并以表演方式進(jìn)一步加深學(xué)生對(duì)閱讀內(nèi)容的理解（3b），最后要求學(xué)生通過(guò)對(duì)文章的認(rèn)知能由具體的例子得出一個(gè)較抽象的結(jié)論即不同的文化有不同的習(xí)俗（3c）；Section

10、4是閱讀內(nèi)容的延伸，形式為開(kāi)放性的寫(xiě)作訓(xùn)練，要求學(xué)生對(duì)現(xiàn)實(shí)生活中看到的不良習(xí)慣給某報(bào)紙寫(xiě)一封信。這一話(huà)題與現(xiàn)實(shí)生活聯(lián)系密切，有利于培養(yǎng)學(xué)生良好的行為習(xí)慣和道德品質(zhì)。2 教材重組和課時(shí)分配Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c) New function presentingPeriod 2 (Section A: 3a, 3b, 4, Grammar Focus) PracticePeriod 3 (Section B: 1a, 1b, 2a, 2b, 2c) Integrating skills Period 4 (Section B: 3a,

11、 3b, 4) Comprehensive reviewPeriod 5 (Reading: Section 1-Section 4)Extensive readingIII. Teaching plans for each period 分課時(shí)教案Period 1 New function presentingTarget language 目標(biāo)語(yǔ)言1. Words and expressions重點(diǎn)詞匯和短語(yǔ)mind, yard, dish, not at all, turn down, right away2. Key sentences重點(diǎn)句子Would you mind cleani

12、ng your room?Im sorry. Ill do it right away.Ability goals 能力目標(biāo)Enable students to make requests.Learning ability goals 學(xué)能目標(biāo)Help students learn how to make requests with “Would you mind .?” structure.Teaching important and difficult points 教學(xué)重難點(diǎn)How to make requests with “Would you mind .?” structure.T

13、eaching aids 教具準(zhǔn)備Pictures.Teaching procedures and ways 教學(xué)過(guò)程與方式Step I Lead-inT:（pretend to be very cold）S1, can you close the door for me?S1: Of course. (close the door)T: S2, please give me your English book.S2: Here you are. T: S3, can you clean the blackboard for me?S3: Yes, I can. (clean the blac

14、kboard)T: Now, please go back to your seat.Write down Can you.? Please . on the blackboard.T: What I said just now were polite ways of asking people to do things. Can you tell me some more? . Well, boys and girls, let me tell you the answer. We can also use the sentence pattern Would you mind doing.

15、? (write it down on the blackboard). And that is also what we are going to learn today. Turn and write down the title of this unit Would you mind turning down the music? on the blackboard.Step II Function presentation (1a, P52)Present the function of this unit by talking about the picture on page 52

16、. Help students learn how to make requests using Would you mind.? structure.T: So, how to use another way to say the sentence I said to S1 just now?S4: Would you mind close the door for me?T: Well, not quite right. We should use the ing form of a verb after the world “mind”. Anyone else want to tell

17、 me the right answer?S5: Would you mind closing the door for me?T: Yes, very good. You are right. Now, please read after me, would you mind closing the door for me?Ss: Would you mind closing the door for me?T: So, what about the sentence I said to S2?S6: Would you mind giving me your English book?T:

18、 Good. S7, would you mind telling how to say the sentence “Can you clean the blackboard for me?” in another way?S7: Would you mind cleaning the blackboard for me?T: Well, you all did a good job today! Now, turn to page 52 please. Look at the picture. There are many people in the picture; some of the

19、m are talking about something. Please match the requests with the people in the picture.After students finishing doing it, check the answers with them.T: Well, if I want someone to play baseball here, I can say “Would you mind playing baseball here?”, but if I dont want someone to play here, what sh

20、ould I say? Can you find the answer in your book?Ss: Yes. T: Now, read the answer together!Ss: Would you mind not playing the baseball here?T: Yes, you are all right.Step III Listening and oral practice (1b, 1c, P52)In this step, students will do some listening and oral practice about the requests i

21、n activity 1a.First, let them listen to the tape and understand the target language of making requests.T: I will play the recording. Listen and number the requests in activity 1a in the order you hear them. Play the tape again and let them check the answer by themselves. Then let them make requests

22、of their own.T: Now lets make requests of our own. Imagine you have some troubles and you have to make some requests. Talk with your partner and make requests with complete sentences by using the structure “Would you mind .?” Show the following on the board.help the old man have a party at your home

23、 open the door for me Would you mindreturn the book to the library(not) go shopping (not) turn on the lights (not) wash clothes for me(not) play the piano nowThen deal with activity 1c. Students will work in pairs, ask and answer questions about the requests in activity 1a.T: Now, look at the sample

24、 dialogue in 1c. It is a dialogue based on requests in activity 1a. Which pair would like to read the dialogue?Ask a pair to read the dialogue. Enable them to read in proper tones and intonations. T: Now Id like you to ask and answer questions about the requests in 1a following the sample dialogue.

25、Sample dialogues: 1. A: Would you mind closing the window for me?B: Sure, Ill do it right away.2. A: Would you mind not smoking here?B: No, not at all.Step IV Listening practice (2a, 2b, P53)In this step, students will do some listening practice about requests and responses. T: Well, lets look at th

26、e pictures in activity 2a. What can you see in the pictures? Please discuss with your partners.After 2 minutes, ask several students to talk about the pictures.T: Now, lets listen to the tape and number the pictures.Play the recording the first time. Students only listen. Play the recording a second

27、 time. This time ask students to write the number of each conversation in front of the correct picture.Correct the answers.T: Just now, we numbered the requests, but how to answer them, do you know? Well, lets move on to activity 2b. You can see some answers to requests in 2b.First, ask students to