2022年八下UnitWouldyoumindturningdownthemusic教学设计 .pdf

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1、课堂教学设计课题: Unit7Would you mind turning down the music ? 授课时数：1 课时日期: 2013 年 5 月 2 日年级：八年级单位：授课教师：设计要素设计内容教学内容分析本课时是八年级下册第七单元的第一课时，主要学习如何更礼貌的提建议，以及如何做出合适的回答。依据三有课堂教学模式理念，“ 以生为本 ” ，在 “ 有趣，有序 ” 的基础上，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。最终达到课堂的“ 有效” 。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)d

2、oing 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 “Wo uld you mind doing things ？ ”“ Would you mind not doing things?” 以 及 表 示 歉 意 的 回 答 Sorry ,Not at all / I ll do it right away 等

3、，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。名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 1 页，共 10 页 - - - - - - - - - 教学目标知识与技能（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 al

4、l. -Would you mind not playing baseball here? -Sorry. We ll 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.过程与方法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

5、,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，全面快乐有效的学习。情感态度价值观To be interested in communicating in English.学情分析本单元话题来自学生的生活经历，在八年级上册Unit 11学生已经学习了许多动词短语，为表达

6、提供了语言基础。此外，学生已掌握了用祈使句和Can you?/could you 及 Could you please 提出请求 , 为本单元的学习打下了一定的基础。学生具有了学习本单元知识的认知前提，能自然的与本单元的话题衔接。（但是在语法上也就容易形成混淆。）同时，本单元是关于礼貌性的话题，内容贴近生活，学生比较容易进入角色。初二下学期的学生们对英语学习还有着较浓厚的兴趣，并且经过新课程理念的熏陶及实践，已有名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 2 页，共 10 页 -

7、 - - - - - - - - 了初步的自主、合作、探究、实践的能力。因此在考虑本单元教学设计时，我把“ 以学生为中心 ”及 “ 三有 ” 的理念融入英语教学中，把本单元内容以多媒体课件展示，并配以丰富的图片及色彩，为学生的语言学习营造良好的氛围，从而增强学生的兴趣和留意力，使学生在愉悦的课堂活动中主动学习，有效获知。教学分析教学重点(1) Key vocabulary. (2) Master the structures in Grammar Focus. (3) Listening practice. 教学难点难点(1) How to improve students listening

8、 ability. (2)Make conversations using the key structures.解 决办法By many kinds of activities ,let the students listen and do .Then offer some pictures to make conversations by using the key structures. 教学资源1. A computer for multimedia use. 2. Some materatials for teaching .板书设计Unit7 Would you mind turn

9、ing down the music? Section A1aGrammar Focus not at all，turn down ，right away，yard -Would you mind turning down the music? -No, not at all. -Would you mind not playing baseball here? -Sorry. We ll go and play in the park.名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第

10、 3 页，共 10 页 - - - - - - - - - 教学过程设计（第 1 课时）教学环节教师活动学生活动教学媒体预期效果Step 1 warming up Step 2 lead in Let s say the cha nt “ No, not at all” . Teacher says and have Ss do.1. Say, I think it is a little bit hot in our classroom and I want to ask someone to Say and do the chant : “ No, not at all”.“ Stand

11、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”.Answer the teacher s questions. 在 轻松 活 泼 的氛 围中 ， 向 学

12、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。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 本名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 4 页，共 10 页 - - - - - - - - - 教学过程设计（第 1 课时）教学环节教师活动学生活动教学媒体预期效果Step 3 Presentation open the window. What can I say? Ha

13、ve 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.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 p

14、ictures. Have Ss look and say them using “ would you mind ?” like above.3. Look at the picture and ask a pair of students to Understand the new sentences: “ Could you pleas e ? ? Would you mind opening the window?”1. Look at the picture and read the dialogue in the picture. Would you mind taking out

15、 the trash? No ,not at all. I ll do it right away. 2. Look at some other pictures and say them using “ would you 课 时 新 的 内容。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。名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 5 页，共 10 页 - - - - - - - - -

16、 教学过程设计（第 1 课时）教学环节教师活动学生活动教学媒体预期效果Step 4 1a 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. Point to the four requests in the box. Read each phrase to the class and get students to repeat it. Ask students to e

17、xplain what each one means. They can 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. I ll stop right now. 4. Look at some other pictures and say them using “ would you mind not ?” like above.1. Repeat each phrase in th

18、e box. Then explain what each one means. They can use actions and simple explanations. 2. Write the letter of 呈 现Would you mind+动名 词 表 达 “ 请求”名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 6 页，共 10 页 - - - - - - - - - 教学过程设计（第 1 课时）教学环节教师活动学生活动教学媒体预期效果Step 5 Listenin

19、g 2a and 2b Step 6 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.

20、1. Ask different 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. each request in the correct place in the picture to match the requests with the people. 3. Correct the answers.1. Look at the list

21、of 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.1. Listen and number 通 过 听 力 训练，呈现Would you mind+动名 词表达“ 请求” 。再 次通 过 听 力训 练， 进 一 步熟 悉本 课 的 目名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - -

22、- - - - - - 名师精心整理 - - - - - - - 第 7 页，共 10 页 - - - - - - - - - 教学过程设计（第 1 课时）教学环节教师活动学生活动教学媒体预期效果Step 7 Pairwork 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. Have Ss Look at

23、 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 the pictures in the order you hear them in 2a. 2. Listen a

24、gain to finish 2b. Match the requests in activity 2a with the responses below. 3. Correct the answers. 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. I ll do it right away. A: Would you mind not wearing those old jeans?

25、They look terrible. B: Ok. I ll put on 标 语言 ， 训 练学 生的 听 力 能力。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。名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 8 页，共 10 页 - - - - - - - - - 教学过程设计（第 1 课时）教学环节教师活动学生活动教学媒体预期效果Step8 Grammar Focus Step 9Practic

26、e Step 10 Homework room checking the progress. 3. At the end ask several pairs of students to say their conversations to the class. Review the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses. Do some exercises. Group A: 1. Would you

27、 mind being a another pair. 2. Make conversations like this about the information above. 3. Say the conversations to the class. Read the grammar box in groups. Do the exercises. Try their best to finish the homework well. 总 结本 课 所 学知识通 过做 练 习 ，复 习巩 固 本 节所 学内 容 ， 达到学以致用。通 过练 习 和 作业 ，又 把 知 识运 用落 实 到 学

28、生 的日 常 生 活当 中， 达 到 学以 致 用 的 目的。名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 9 页，共 10 页 - - - - - - - - - 教学过程设计（第 1 课时）教学环节教师活动学生活动教学媒体预期效果polite student? Please look at the picture and Write down the conversations. 2.Find out other polite ways to make requests（礼貌的请求方式） in English. Group B: 1. Read and try to understand the Grammar Focus.教学设计评价名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 10 页，共 10 页 - - - - - - - - -