人教版八年级下册Unit7 Period One 教学设计

新目标英语八年级下册 Unit 7 Would you mind turning down the music? Section A Period one 教学设计 铅山二中 周云芸一、教学目标 1.Knowledge Objects(1)Key vocabulary: request; apologize; not at all; move; right away(2)Key structures (3)Listening practice2.Ability ObjectTo train students ability of listening and speaking.3.Sensibility and ValueTo be interested in communicating in English.二、教材分析1.Teaching Key PointsKey vocabulary.Key structures.Listening practice.2.Teaching DifficultiesHow to improve students listening ability.Pairwork三、教学过程StepWarming upShow the new words on the screen. Teach the new words. Read the new words to students and ask students to repeat.Step II Section A1aSay, In this unit were going to learn polite ways of asking people to do things.Write the following requests on the board: Can you give me the book? Please give me the book. Would you mind giving me your book? Explain that the last example is a very polite way of making a request.This activity introduces some key vocabularies. Look at the picture and ask a pair of students to read the dialogue in the picture.Would you mind turning down the music?No ,not at all.Point to the four requests in the box. Read each phrase to the class and get students to repeat it. Ask students to explain what each one means. They can use actions and simple explanations. For example, for cleaning the yard, a student can pretend to be raking leaves and putting the leaves in a trash can.Then get students to write the letter of each request in the correct place in the picture to match the requests with the people. Point out the blank boxes in the picture. Ask students to finish the task on their own.Correct the answers.Step III 1bThis activity gives students practice in understanding the target language in spoken conversation.Ask different students to look at the list of requests in Activity 1a and read each one to the class.Would you mind cleaning the yard?Would you mind not playing baseball here?Would you mind moving your bike?Would you mind turning down the music?Then say, Please listen to the recording and number the requests(14) above in the order you hear on the recording.Play the recording the first time. This time students only listen. When play it a second time, say, This time write the numbers 1 through 4 on the lines after the requests. Put a number 1 after the request you hear about the first on the recording, and so forth. Make sure students understand what to do.Correct the answers.StepIV 1cThis activity provides guided speaking and listening practice using the target language.Ask a pair of students to read the example in the sample dialogue in Activity 1c.A: Would you mind moving your bike? B: OK. Ill do it right away.Say, You will work with your partner, making conversations according to the picture in Activity 1a.Make requests. You can use the examples in Activity 1a if you want.At the end ask some pairs of students to say their conversations to the class. Give them little presents if they do their work well.Step V 2aThis activity gives students practice in understanding the target language in spokenconversation.Point to the pictures. Ask five different students to read the questions to the class. If students have any questions, explain the questions in simple words. Then say, You will hear five conversations. Each conversation is about one of the pictures. Write the number of the conversation on the blank line in front of each picture. Now lets listen to the recording.Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to write the number of each conversation in front of the correct picture. Correct the answers.Step VI 2bThis activity gives students practice in understanding the target language in spoken conversation.Look at the pictures in Activity 2a.Point to the letter in front of each picture. Ask two students to read the example.A: Nancy, would you mind getting out of the bathroom?B: Sorry. I wont be long.Look at the five responses. Get five different students to read each one to the class.Then say, Listen to the recording again and write the letter of each picture in front of the response that goes with that picture.Play the recording. This time ask students to fill in the letters of the pictures in front of the responses. Then check the answers.Step VII 2c PairworkThis activity provides guided speaking and listening practice using the target language.In this activity first ask students to look at the requests in the pictures in Activity 2a and the responses in Activity 2b.Let a pair of students to read the words in the sample dialogue.A: Nick, would you mind not wearing those old jeans? They look terrible.B: OK. Ill put on another pair.Then say, Make conversations like this about the information above.Give students a few minutes to work in pairs. When they work, walk around the room checking the progress.At the end ask several pairs of students to say their conversations to the class.Step VIII Grammar FocusReview the grammar box first. Divide the class into two groups. One group read the statements and the other the responses.Write the first sentence on the board and ask students to think of as many ways as they can to say almost the same thing. For example, instead of saying Would you mind cleaning your room? they might suggest: Clean your room .Please clean your room. Would you please clean your room? Could you clean your room? I think you should clean your room.Write the other sentences under the original sentence on the board. Then ask students to talk about the differences among the different sentences. Ask the students to poin