goforit八年级下Unit7Wouldyoumindturningdownthemusic教案

1、Unit 7 Would you mind turning down the music?I Teaching objectives 单元教学目标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.词汇重点词

3、汇 mind, yard, polite, perhaps, door, line, return, voice, Asian, Europe, impolite, allow, public, cough, break, smoke, drop, litter2 认读词汇 task, poster, waitress, brought, clothing, solution, annoy, annoyed, etiquette, normal, behavior, uncomfortable, sneeze, politely, cigarette, criticize, behave3 词

4、组not at all, turn down, right away, wait in line, cut in line, keep down , at first, put out, pick up语法1. 复习“表示客气和委婉的请求”的句子结构。Could you please take out the trash?Yes, sure. Sorry, I have to finish my homework first.2. 学习“表示客气和委婉的请求及回答”的另一句子结构。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 教材分析和教材重组1. 教材分析本单元的话题是“Complaints”，通过单元学习，要求学生掌握如何用would you mind doing .? 和

6、 could you .?结构礼貌地对日常生活中遇到的不满提出要求，并能对其进行回答，进而能用目标语言来对日常生活中的事情提出自己的看法。有关I cant stand it的短文则是本单元目标语言的综合运用和体现，学生在读懂该短文的基础上进行模仿写作训练。Self check要求学生从词汇知识和语言应用能力两方面进行自我评价，检验对本单元目标语言的掌握程度。Reading是一篇对不同文化背景的不同礼节进行介绍的文章，对学生即是一种文化信息的输入，也是对本单元所学的目标句型的综合运用，让学生在扩展背景知识的基础上巩固所学句型，从而最终实现本单元的教学任务。Section A 第一部分围绕思维（1

7、a）、听力（1b）、会话（1c）三方面对Would you mind .?句型进行训练；第二部分围绕requests and responses进行听力（2a-2b）、会话（2c）训练；第三部分继续围绕make requests这一话题开展写作（3a）和对话训练（3b），要求学生看图填空并以pairwork的形式对目标语言展开对话训练；4是一个小组活动，要求学生根据school open day 这一主题在班级内进行调查工作，并决定由谁应做何种准备工作。这部分将目标语言与现实生活联系在一起，主要培养学生的想象力，运用语言的能力及主人翁精神。Section B 第一部分将实际生活中遇到的各种具体

8、annoying things列举（1a）出来后要求学生进行小组讨论并将其排序（1b）；第二部分围绕三个具体的problems及 solutions进行听力（2a-2b）及口语（2c）训练；第三部分围绕一篇things that annoy people 及what people do的同步阅读文章开展活动，要求学生进行circle 和underline的活动（3a），并要求学生能够运用自己的想象力表达在实际生活中的应对（3b）；4以interview的形式继续就上一部分中的话题以口语形式谈论problems及actions。Self check 1要求学生对所学词汇进行应用性填空训练；2要求

9、学生写一封complaint letter，是对学生语言应用能力的综合评价。Reading 以谈论不同文化礼仪规则的阅读文章为中心，设计了4个Section：Section 1以询问“etiquette”一词的含义的方式提出问题，引导学生由谈论图片到预测文章内容，从而激发学生的阅读兴趣；Section 2呈现了阅读文章以及阅读策略；Section 3是对阅读效果的检验，要求学生通过阅读获得信息，找出各段文章的大意（3a），提出建议，并以表演方式进一步加深学生对阅读内容的理解（3b），最后要求学生通过对文章的认知能由具体的例子得出一个较抽象的结论即不同的文化有不同的习俗（3c）；Section

10、4是阅读内容的延伸，形式为开放性的写作训练，要求学生对现实生活中看到的不良习惯给某报纸写一封信。这一话题与现实生活联系密切，有利于培养学生良好的行为习惯和道德品质。2 教材重组和课时分配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 分课时教案Period 1 New function presentingTarget language 目标语言1. Words and expressions重点词汇和短语mind, yard, dish, not at all, turn down, right away2. Key sentences重点句子Would you mind cleani

12、ng your room?Im sorry. Ill do it right away.Ability goals 能力目标Enable students to make requests.Learning ability goals 学能目标Help students learn how to make requests with “Would you mind .?” structure.Teaching important and difficult points 教学重难点How to make requests with “Would you mind .?” structure.T

13、eaching aids 教具准备Pictures.Teaching procedures and ways 教学过程与方式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