新目标初中英语八年级下册Would you mind turning down the music教案及反思(5页).doc

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1、-新目标初中英语八年级下册Would you mind turning down the music教案及反思-第 5 页Unit 7 Teaching plan科目English年级Grade Eight班级Class Six时间 课题 Would you mind turning down the music? Period 4 (Section B 3a-4)教学目标1.Knowledge aims:(1) Key vocabulary: annoy, line, wait in line, get annoyed, cut in line, polite, perhaps, door

2、(2) A reading passage.(3) Writing practice.2.Ability aims:(1) To train students ability of comprehension and writing.(2) Get students to master these structures:I get annoyed / dont like it when.When/ If this happens, I3. Emotion aims:To be able to be polite and honest in our life.教材 分 析1. Teaching

3、key points:(1) Key vocabulary words: get annoyed, line, polite, perhaps, door(2) The reading passage.(3) Writing practice, using the structures: I get annoyed when.When/If this happens, I2. Teaching difficulties:Groupwork.板书设计示意框图What do you do？When/ If that happens, I usually say,perhapspolite“Woul

4、d you mind not cutting in line?” some students stand in the door someone cuts in line“ Would you mind waiting in line?”“ Could you please not cut in line?”What annoys you?I get annoyed/ I dont like it when I cant stand it!Unit 7 Would you mind turning down the music?教学过程Step Warming up and leading i

5、n 1. Enjoy an English song. T: Its a beautiful song, isnt it? Do you like listening to music? S1: T: In my free time, I like listening to music and it makes me relaxed. But loud music makes me angry and annoyed . For me, loud music is an annoying thing. It makes me annoyed. I get annoyed when someon

6、e plays music too loud. Sometimes, some of you copy others homework. It annoys me. I get annoyed when some students copy others homework. 2. Get students to talk about annoying things.T: Do you have any annoying things？What annoys you? S2: I get annoyed whenGet several students to talk about annoyin

7、g things like this.Present new words: annoy, annoyed, get annoyed.Step Presentation and practice1. Present the structure, “When/ If this happens, I .”T: As we know, there are many annoying things in our life.Look! These annoying things make me annoyed. T: (Show Ss some pictures) I cant stand it!Pict

8、ure 1 T: What annoys me? S1: (Stand in the classroom door.) T: Right. I get annoyed when some students stand in the classroom door. What will you do if that happens? S1: Ill say, “Dont stand in the classroom door.” S2: Ill say,. T: When this happens, perhaps you can say. But its polite to say “Would

9、 you mind not standing in the classroom door ?” or “Could you please not stand in the classroom door?” Picture 2 T: Whats happening in this picture? S2: (Cut in line) T: Do you think its polite?I get annoyed when someone cuts in line. If that happens, I usually say, “Would you mind not cutting in li

10、ne?” What about the others? Are they cutting in line too? Ss: No. T: They are waiting in line. So we can say “would you mind waiting in line ” to the boy. Get Ss to talk about the other two annoying things like this: I get annoyed / I dont like it when. When/ If that happens, I usually Teach new wor

11、ds: line, cut in line, wait in line, polite, perhaps.2. PracticeT: Last week, I experienced an annoying thing. Ill share it with you. But some words are missing. Could you please help me complete it? Choose the right words and fill in the blanks with the proper forms.Step III Reading 1. 1. Listen an

12、d answer the question. T: Look, how do they feel? (Talk about the people in the pictures.) S4: They feel unhappy/ angry/ annoyed.T: Thats right. They feel annoyed. Perhaps they have some annoying things. Where does it happen in Picture 1? Please listen carefully and answer my question:Q: How many an

13、noying things are there in the passage? Ss: Three.2. Read it carefully. Underline the things that annoy people and circle what people do when annoying things happen. T: Heres an article. We asked some people what annoyed them. And heres what they said.3. Read it again and fill in the blanks in the c

14、hart.Correct the answers with the class.4. Imagine you are the people in the pictures. Talk about the annoying things according to the chart and the sentences. Get several Ss to retell the text like this: I get annoyed/ dont like when When this happens, I.Step IV GroupworkThis activity provides spea

15、king, listening and writing practice using the target language.T: In our life, we often meet different annoying things in different places. Ill divide the whole class into three groups. Group1; Group2; Group3. Group1 talk about the annoying things at school. Group2 talk about the annoying things at

16、home. Group3 talk about the annoying things in public places. Lets work in groups of three or four. Try to find out some of the things that annoy your classmates. Fill in the chart, and then make a report.When they work, walk around the room checking their progress and offering help if necessary.Ask

17、 several students to make a report.I asked some people what annoyed them_. Heres what they said._ gets annoyed when.When/ If that happens, he/sheStep V Culture noteT: In fact, people dont usually like to be criticized . So if you see someone breaking the rules, you should try to be polite. Because p

18、oliteness is a virtue. Politeness costs nothing, but wins everything.Step VI Homework1. Read the article in 3a.2. Write about annoying things in your daily life.a. What annoys you?b. What will you do if that happens?(List at least three annoying things.) 上完本节课后，我的总体反思如下：一、成功之处：1本节课的教学设计始终围绕教学目标展开，从头

19、到尾围绕着话题Complain about annoying things展开一系列教学活动。思路还是比较清晰，目的明确。2文章的框架结构搭得较好，学生易懂，同时也为语言输出环节Groupwork作铺垫。二、不足之处：1. 情景创设不够真实、自然。课前导入环节创设的情景由于不够真实，学生觉得很突然，没有融入课堂。所以，导致引入耗时多，效果不好。课堂气氛沉闷，学生也没有真正地动起来。2. 引出重点句型后，在接下来的环节缺少让学生操练的机会。3. 没有很好的利用教学图片。在处理文本之前，我也让学生对图片进行猜测，但只是流于形式，简单提了几个问题。本来可以借助图片让学生进行大量的语言实践操练，从而可

20、以培养学生的思维能力和口头表达能力。4. 阅读中穿插听的环节没有必要。在带着问题初听课文这一环节，当时我想通过听力的设计来丰富课堂的内容，同时训练学生听的能力。既然是阅读课，我想还是让学生读比较好。5. 板书设计结构比较合理，但有点繁琐。可以去掉一些没必要的内容。 6. 课堂上没有体现“以生为本”及“有效课堂”的教学新理念。各个环节的设置没有充分考虑到学生的实际情况，课堂教学过程中没有关注学生的学习和思维过程，有点走过场。7. 课堂上缺少适时的情感鼓励。如果我给学生一定的鼓励，帮助他们消除紧张情绪，或许他们的积极性就会调动起来。 从公开课的准备到上课是一个既让人兴奋又让人紧张的过程，因为要做到准备充分，才会更加投入地去安排每一个环节，设计每一个活动，考虑每一个细节，也正因为如此，每次公开课对我来说就是一次成长和进步的机会。