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Unit 7 Would you mind turning down the music七课时教案


Unit 7

Would you mind turning down the music?

Teaching goals:
1. 学习 Would you mind doing sth ?这一句型, 学会恳请对方对于某事如何表达歉 意。 2. 本单元围绕“歉意、恳请”这一话题展开教学,以此培养学生的交际能力。

/>Important points :
A: Would you mind doing sth ? B: I’m sorry .I’ll do it right away . A: Would you mind not doing sth ? B: Sorry. We’ll go and play in the park .

Difficult points :
比较: Would you mind (not) doing sth ? Could you please do sth ? Please do sth . You have to do sth . Structures: Would you mind cleaning your room ? I’m sorry .I’ll do it right away . Would you mind moving your bike ? No, not at all .I’ll do it right away .

Period 1
Teaching time: 1.Teaching Key Points
Key vocabulary. Key structures. Listening practice.

2.Teaching Difficulties
How to improve students’ listening ability. Pairwork.

1.Knowledge Objects
(1)Key vocabulary: request; apologize; not at all; move; right away (2)Key structures (3)Listening practice

2.Ability Object
To train students’ ability of listening and speaking.

3.Sensibility and Value

To be interested in communicating in English.

Step ⅠGreet the class as usual and check the homework. Step Ⅱ
Teach the new words. Read the new words to students and ask students to repeat.

Step ⅢSection A
Say, In this unit we’re 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.

Step Ⅳ1a
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. 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 Ⅴ1b
Ask different students to look at the list of requests in Activity 1a and read each one to the class. Then say, Please listen to the recording and number the requests(1~4) 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

Step Ⅵ1c
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. I’ll 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. As students work, walk around the room, checking their progress. Offer help as needed. 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 ⅦOptional Activity
Ask some students to look at the picture and think of other requests that can make about it. For example, a student might point to the mother talking on the phone and say, Would you mind not using the phone? Or they might point to the people watching TV and say, Would you mind turning down the TV? Ask a second student to respond to each request.

Step ⅧSummary and Homework
Today we’ve learned some key vocabularies and structures. Continue to make conversations with your partner after class. Next time I’ll ask some pairs to read your conversations to the class again.

Blackboard design
Unit 7 would you mind turning down the music ? A: Would you mind turning down the music? B: No, not at all. A: Would you mind moving your bike? B: OK. I’ll do it right away.

教学反思:

Period
Teaching Time : 1.Knowledge Objects
(1)Key vocabulary (2)Key structures

2

2.Ability Objects
To train students’ listening skill and communicative competence

3.Sensibility and Value
To be interested in speaking in English. To be able to help each other in communication.

.Teaching Key Points

Vocabulary and structures.

Teaching Difficulties
Pairwork. Grammar focus.

Teaching procedures Step ⅠGreet the class as usual and check the homework.
Ask a pair of students to say their conversation. S1: Would you mind not playing baseball here? S2: Sorry. We’ll go and play in the park. T: Very good. Thank you.

Step Ⅱ2a
This activity gives students practice in understanding the target language in spoken conversation. 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 let’s 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 Ⅲ2b
This activity gives students practice in understanding the target language in spoken conversation. 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. Check the answers.

Step Ⅴ2c Pairwork
This activity provides guided speaking and listening practice using the target language. 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. I’ll 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 ⅥGrammar Focus
Review 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.

Step ⅧSummary and Homework
This class we’ve done listening and speaking practice using the target language. Today’s homework is to continue to make conversations with your partners according to the pictures in Activity 2a.Then revise Grammar Focus. Next time I’ll ask some pairs to say their conversations.\

Blackboard design
Unit 7 Would you mind turning down the music? Would you mind cleaning your room?√ 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.

教学反思:

Period
Teaching Time : 1.Knowledge Objects

3

(1)Key vocabulary:task; command; poster; at a meeting; no problem (2)Key structures (3)Writing practice

2.Ability Objects
To train students’ writing skill and ability of communication

3.Sensibility and Value
To be able to make requests politely in our daily life.

4.Teaching Key Points
Key vocabulary and structures. Writing practice.

5Teaching Difficulties
Pairwork. Groupwork.

Teaching procedures Step ⅠGreet the class as usual and check the homework.
Ask a pair of students to say their conversation according to the pictures in Activity 2a. S1:Jenny,would you mind cleaning your room? It’s too untidy. S2:I’m sorry. I’ll do it right away. T: Excellent. Thank you.

Step Ⅱ
Show the new words . Teach the new words and read the new words to students. Ask students to repeat the words.

Step Ⅲ3a
This activity provides writing practice using the target language. Show some pictures and ask students to explain what is happening in each picture. Provide key vocabulary words as needed. Write these words on the blackboard. Go through the instructions with the class Look at the pictures and the note. Ask students to read the note. Then let students fill in answers on their own. Check the answers.

Step Ⅳ3b Pairwork
This activity provides guided speaking and listening practice using the target language. First look at the sample dialogue. Let two students read it to the class. Then say, Try to make conversations using would you, could you, and have to like this one. You will work with your partner. Give students a few minutes to do the work. Ask several different pairs of students to say their conversations to the class.

Step Ⅴ4 Groupwork

This activity provides listening, speaking, reading and writing practice using the target language. Get two students to read the dialogue. A: Yan Ming, could you make some posters? B: Sure, that’s no problem. And could you...? Look at the survey table. Ask them to fill in the table. Complete the work in groups. Ask students to pick different topics of current interest in the news. Ask a few students to share their lists, and let a few students share the sample conversation.

Step ⅥOptional activity
Ask students to think of polite requests they often make using their first language. Help the students use Would you mind to make these same requests in English. Then help students compare the responses they give in their first language with the responses taught in this unit.

Step ⅧSummary
This class we’ve done a lot of writing, listening and speaking practice using the target language. We’ve also done some exercises of the workbook. It made us strengthen the target language we had learned in Section A.

Step ⅨHomework
Preview the new words. Next class I’ll have you read the new words first.

Blackboard design
unit 7 Would you mind turning down the music? wash the dishes feed the dog cook dinner go to the library do one’s homework

教学反思:

Period
Teaching Time : 1.Knowledge Objects

4

(1)Key vocabulary:barber; gave; waitress; brought; work (2)Key structures (3)Listening practice

2.Ability Objects
To train students’ listening skill and ability of communication.

3.Sensibility and Value
To enable to make requests politely in English in our daily life.

4 Teaching Key Points
Key vocabulary. Key structures. Listening practice.

5.Teaching Difficulty
Pairwork. Teaching procedures

Step ⅠGreet the class and check the homework.
Ask a pair of students to make a conversation according to Activity 3b using would you, could you, and have to.

Step Ⅱ
Show the new words. Read the new words to the class and ask students to repeat.

Step ⅢSection B 1a
Look at the man in the picture. He is writing. But the pen doesn’t work. Read each of the six sentences to the class. Read the instructions and ask students to read each situation and think about the two questions. Give students 6 minutes, then ask some students to share their answers with the class.

Step Ⅳ1b Groupwork
This activity provides listening, speaking, reading, and writing practice using the target language. Ask students what they think the word annoying means. 1a.Ask the students to number the ideas from most annoying to least annoying. Each student’s list will be different.

Step Ⅴ2a

This activity gives students practice in understanding the target language in spoken conversation. Ask students to look at the items in Activity 1a.Say,Now you are going to hear three different conversations. These conversations are about three of the pictures in Activity 1a. Let students listen and number the correct sentences (1~3) in Activity 1a.Say,Write number 1 in front of the picture that shows the people in that conversation. Do the same for conversations number 2 and 3. Play the recording. This time students only listen. Answer any questions they have about the recording. Play the recording again. After students have heard the recording a second time,ask them to write the numbers 1,2 and 3 in front of the correct pictures.

Step Ⅵ2b
This activity gives students practice in understanding the target language in spoken conversation. Look at the chart and let a student read the three column headings. Discuss what each heading means. Say, Listen to the three conversations again. This time write the situations, problems, and solutions in the chart. First get a student to read the sample answers to the class. Then play the recording again. Ask students to fill in the blanks on their own. Pause the tape from time to time to allow students time to write the answers in their books if necessary. Check the answers.

Step ⅧSummary
This class we’ve learned some key vocabulary and done some listening, speaking and writing practice.

Step ⅨHomework
Continue to role play the requests with your partner. Preview the new words on next page. Unit 7 Would you mind turning down the music? barber terrible haircut store clerk wrong size be late movie waitress work

教学反思:

Period
Teaching Time : 1.Knowledge Objects

5

(1)Key vocabulary:annoy; wait in line; get annoyed; cut in line; polite; complaint (2)A reading passage. (3)Writing practice.

2.Ability Objects
To train students’ ability of comprehension and writing according to the pictures.

3.Sensibility and Value
To be able to be polite and honest in our life.

1.Teaching Key Points
Key vocabulary words. The reading passage. Writing practice.

2.Teaching Difficulties
Writing practice. Groupwork.

Step ⅠGreeting the class as usual and check the homework. Step Ⅱ
Show the new words and teach the new words. Read the new words to students and ask them to repeat.

Step Ⅲ3a
Look at the article and read it to the class. Ask students which words they don’t understand. Write these words on the board. Look at the each word on the board and explain what it means Let students read the article. When they understand all the sentences, ask them to underline the things that are annoying. Then have them circle what people do when something annoying happens. Ask students to finish the activity on their own. Correct the answers with the class.

Step Ⅳ3b
Look at the pictures with the class. Ask different students to tell what is happening in each picture.

Go through the instructions with the class. Point to the blank lines where students will fill in their answers. Ask students to complete the activity on their own. Correct the answers.

Step Ⅴ4 Groupwork
Ask two students to read the dialogue. A: What annoys you, Lin Zheng? B:I get annoyed when classmates borrow my eraser and don’t return it. A: What do you do? B:... Ask another pair of students to give another complaint and action. Go through the instructions with the class. Ask each other what sorts of things annoy them. Ask students to complete the work in groups. When they work, walk around the room checking their progress and offering help if necessary. Ask a few students to share the sample conversation. List the most common complaints and the best action advice.

Step ⅥSummary
This class we’ve had a lot of reading, writing and speaking practice using the target language. In all the activities I hope you can learn to cooperate and make great progress together.

Step ⅦHomework
Next class we’ll have our Self check paper. Please preview the exercises to see if you have any difficulty in understanding.

Step Ⅷblackboard design
Unit 7 stand—bear get mad—get angry get annoyed—get angry wait in line cut in line Would you mind turning down the music?

教学反思:

Period
Teaching Time : 1.Knowledge Objects
New words. Writing practice.

6

2.Ability Objects
To train students’ ability of reading and writing. To train students’ sense of humor.

3.Sensibility and Value
To be interested in taking part in activities in an English class.

1.Teaching Key Points
New words. Exercises of the workbook.

2.Teaching Difficulty
Writing practice.

Step ⅠGreet the class as usual and check the homework. Step ⅡSelf check 1 and 2
Get students to make their own sentences with the words, preferably sentences that are meaningful. Write a number of students’ answers for each word on the board. Underline any mistake and ask students to suggest how to correct the mistake. Answers 1.I’m trying to sleep. Could you turn down the music, please? 2.I’m going to be a bit late. Could you ask the bus driver to wait for five minutes? 3.Would you mind closing the door? It’s cold outside. 4.I don’t know the way to the sports club. Can I follow you? 5.Sorry,I ordered my food half an hour ago and it hasn’t arrived yet. Show the sample answers. Ask students to read them and make sure students understand the underlined words.

Step Ⅲ3
This activity focuses on the grammatical structures and key vocabulary introduced in this unit. Go through the instructions with the students. Look at the picture. Ask students to talk about the picture. In this picture, there are three people. Father is playing the guitar. The music is

very noisy. Mother is telephoning somebody. Her voice is very loud. Their son is playing football on the floor. Now ask students to write the letter on their own. As they work, walk around the room checking the progress and offering help as needed. Ask a few students to share their letters. Check the answers. Answers will vary. A sample letter Dear Mr and Mrs Harris, Welcome to our neighborhood. Would you mind not telephoning so loudly at noon? Would you mind turning down the music? Playing the guitar is very good. But please pay attention to the time when you play it. Would you mind not playing football on the floor? Thank you very much. Yours sincerely, Tom

Blackboard design
Unit 7 Would you mind turning down the music? Students’ sentences: 1._______________________. 2._______________________. 3._______________________. 4._______________________. 5._______________________.

教学反思:

Period 7
Teaching Time : 1.Knowledge Objects
Reading: Would you mind keeping your voice down?

2.Ability Objects
To train students’ reading comprehension. To train students how to use the strategy of reading. To train students’ ability of getting information.

3.Sensibility and Value
To enable Ss to behave politely in public places and in our daily life.

1.Teaching Key Points
Key vocabulary Section 1. Section 2.

2.Teaching Difficulties
Section 3. Section 4.

Step ⅠGreet the class as usual and check the homework.
Ask students to read the new words one by one. Correct any mistakes. Then read the new words and ask students to repeat. Make sure students know the meanings.

Step Ⅱ
Section 1 Before You Read Pairwork First ask students Do you know the word “etiquette”?Then say If you don’t know, please look up the word in your dictionary. Let students look at the picture below. Ask How many rules of etiquette can you see being broken? Ask students to make a list with their partners.

Step Ⅲ
Section 2 While You Read Reading strategy Look at the title and the picture, and predict what the text is about. This helps you get ready to acquire new information. Play the tape for students and ask students to read the text.

Step Ⅳ
Section 3 After You Read 3a Ask students to go through the reading again. Show the summaries on the screen.[HJ] a. We have to be very careful how we criticize people. b. The way people behave is different in different cultures and situations. c. Sometimes, rules of etiquette are the same almost everywhere. d. Etiquette is a very important idea to understand.

e. We might want to ask someone to behave more politely if we see them breaking a rule of etiquette. f. People in China and Europe have different ideas about etiquette. Ask students to match the paragraphs with the best summaries. Check the answers. 3b Ask students to think of polite suggestions they could make to each person who is breaking a rule of etiquette according to the picture. Role play with a partner. Ask some students to say their suggestions. 3c Scan the reading quickly again and find examples of behavior from it.Ask students Are these things always wrong,or does it depend on situation or culture? Then let students put them in the correct column. Check the answers.

Step Ⅴ
Section 4 Go for it! First ask students Have you seen someone breaking a rule of etiquette? Then ask them to write a letter of complaint to the local newspaper according to what they have seen. Ask students to check their writing with their partners.

Step ⅥSummary
This class we’ve practised some reading, speaking and writing. We’ve also learned something about the word “etiquette”.

Step ⅦHomework
Try to find out some rules of etiquette that are different in foreign Preview the new words in Unit 8.Next time we’ll learn Unit 8. countries.

Blackboard design
Reading: Would you mind keeping your voice down? etiquette—normal and polite social behavior Would you mind (not) doing this? Excuse me. Could you please...?

教学反思:


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