唐莲的教学案例

教学内容Unit7 Section A1a.1b.1c.2a.2b.2cGrammar Focus课时Period1教学对象八年级学生设计者一、教材内容分析本课时是八年级下册第七单元的第一课时，主题学习如何更礼貌的提建议，以及如何做出合适的回答。英语课程标准明确提出：倡导任务型的教学模式,要求教师应该避免单纯传授语言知识的传统教法,尽量使用任务型的教学途径。在这一理念的指引下,我确定本课教学的任务是让学生主动地学习和运用语言,使他们产生强烈的学习动机,从而使其成为自主的学习者。本课时教学目标是：向他人提礼貌请求以及做出回答,会口头运用would you mind (not)doing 这一语言结构,让学生学会使用恰当的语言与他人交往。重难点就是能听懂、会说目标语言。因此这样来整合具体内容：先复习以往学过的表达礼貌的请求方式，然后过渡到本课时新的内容。就从日常生活谈起，这样不会很唐突。接着围绕着这一主题安排了听、说、读、写的活动任务让学生在这些环节中学会用更加礼貌的请求方式“Would you mind doing things ？”“Would you mind not doing things?” 以及表示歉意的回答Sorry ,Not at all / Ill do it right away 等，最后的作业又落实到学生的日常生活当中，把知识运用到实际生活中，达到学以致用的目的。 二、教学目标（知识与能力，情感态度）（一）知识目标：1. Key vocabulary: not at all, right away, turn down, yard.2. Key structures: -Would you mind turning down the music? -No, not at all.-Would you mind not playing baseball here? -Sorry. Well go and play in the park.3. Listening practice（二）能力目标：1. To train students ability of listening and speaking.2. To train students ability of spoken communication. （三）情感态度：To be interested in communicating in English.三、重点、难点1. Key Points: (1) Key vocabulary. (2) Master the structures in Grammar Focus. (3) Listening practice.2. Teaching Difficulties: (1) How to improve students listening ability. (2)Make conversations using the key structures.四、教法选择与学法指导本课时以向他人提出礼貌请求为话题,通过向他人提礼貌请求以及做出回答,来练习would you mind (not)doing 这一语言结构,让学生学会使用恰当的语言与他人交往。为了培养学生能大胆正确的口头交际和正确理解目标语言，并在学习中能更好的与他人合作探究 、学会交往、学会做人，本课可采用listening method, speaking method, cooperating method, inductive method等教学法，使学生在听、说、猜测、识记、游戏、表演、分享等活动中，动用各种感官系统，全面快乐的学习。 五、资源准备 1. A computer for multimedia use. 2. A tape recorder.六、教学过程教学任务教师活动学生活动设计意图及资源准备Step 1 warming up(3minutes)Lets say the chart “No, not at all”. Teacher says and have Ss do.Say and do the chart :“No, not at all”.“Stand up, stand up, would you mind standing up? Sit down, sit down, would you mind sitting down? Clap your hands, clap your hands, Would you mind clapping your hands? Touch your nose, touch your nose, Would you mind touching your nose?”“No, not at all”.在轻松活泼的氛围中，向学生渗透“向别人提请求”这种表达方式，极大的调动学生学习的热情。Step 2 lead in(3minutes)1. Say, I think it is a little bit hot in our classroom and I want to ask someone to open the window. What can I say?Have Ss give some answers. 2. Write them on the board: Could you please? ? Would you mind opening the window? Explain that the last example is a very polite way of making a request.Answer the teachers questions.Understand the new sentences: “Could you please? ? Would you mind opening the window?”通过情景导入，在复习以前学过的表达礼貌的请求方式的过程中，自然过渡到本课时新的内容。Step 3 Presentation(9minutes)1. Have Ss look at the picture and ask a pair of students to read the dialogue in the picture.2. Then show some other pictures. Have Ss look and say them using “would you mind ?”like above.3. Look at the picture and ask a pair of students to read the dialogue in the picture.4. Then show some other pictures. Have Ss look and say them using “would you mind not ?” like above.1. Look at the picture and read the dialogue in the picture.Would you mind taking out the trash?No ,not at all. Ill do it right away.2. Look at some other pictures and say them using “would you mind ?”like above.3. Look at the picture and read the dialogue in the picture.A: Would you mind not smoking? B: No, not at all. Ill stop right now.4. Look at some other pictures and say them using “would you mind not ?” like above.通过口头反复练习， 以及讲解训练，使学生理解“would you mind (not) doing?”这一句型结构。Step 41a(5minutes)1. 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. 2. 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.3. Correct the answers.1. Repeat each phrase in the box. Then explain what each one means. They can use actions and simple explanations.2. Write the letter of each request in the correct place in the picture to match the requests with the people. 3. Correct the answers.呈现Would you mind+动名词表达“请求”。Step 5 Listening 1b(5minutes)1. Ask different students to look at the list of requests in Activity 1a and read each one to the class.2. Then say, Please listen to the recording and number the requests(14) above in the order you hear on the recording. Play the recording and have Ss write the numbers 1 through 4 on the lines after the requests. 3. Correct the answers.4. Listen again and fill in the blanks.1. Look at the list of requests in Activity 1a and read each one.2. Listen to the recording and number the requests(14) above in the order you hear on the recording. Then write the numbers 1 through 4 on the lines after the requests. 3. Correct the answers.4. Listen again and fill in the blanks.通过听力训练，呈现Would you mind+动名词表达“请求”。Step 6Listening 2a and 2b(5minutes)1.2a. Listen and number the pictures in the order you hear them.2. 2b.Listen again. Match the requests in activity 2a with the responses below. 3. Correct the answers.1. Listen and number the pictures in the order you hear them in 2a.2. Listen again to finish 2b. Match the requests in activity 2a with the responses below.3. Correct the answers.再次通过听力训练，进一步熟悉本课的目标语言，训练学生的听力能力。Step 7Pairwork(5minutes)1. Have Ss Look at the pictures of 1a and 2a; let a pair of students to read the words in the sample dialogue.2. 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.3. At the end ask several pairs of students to say their conversations to the class.1. Look at the pictures of 1a and 2a; and read the words in the sample dialogue:A: Would you mind moving your bike?B: Sorry. Ill do it right away.A: Would you mind not wearing those old jeans? They look terrible.B: Ok. Ill put on another pair.2. Make conversations like this about the information above.3. Say the conversations to the class.让学生在活动中，进一步理解巩固所学语言知识，并且培养与他人交流合作的沟通能力。Step8Grammar Focus(3minutes)Review the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.Read the grammar bo