论文部分内容阅读
一、 教材分析
Would you mind turning down the music? Section A是新目标 Go for it ! Students,Book 八年级下册Unit7的内容。Section A主要围绕 “提出请求,表示歉意”为话题而展开的。本单元主要是通过“以学生为中心,教师为辅导”的教学原则(Learner -centered , teacher – assisted ),通过任务型教学( task-based learning )创造性地使用英语。在“学中用,用中学”,从而培养学生的文明礼仪,以礼待人的优良品质。
二、 教学目标:
A:知识目标
1. 听、说、读、写 Section A 重点词汇和短语,特别是mind ,not at all ,turn down ,right away ,dish ,yard ,task ,not at all , help sb. with sth.的用法。
2.理解并运用本单元的重点语法 情态动词could , would以及相当于情态动词have to的用法。
3.句型: —— Would you mind moving your bike? ——Not at all .I will do it right away.
B:能力目标
1、 能以“向对方委婉地提出请求及表达自己的谦意”为话题,展开会话,并能就自己身边的事创编对话。
2、进一步加强学生的听力及口语能力的训练,培养学生的创新能力
3、培养学生的造句能力和看图写作力。
C:情感态度及价值观
1、根据已有知识,激发学生探索新知的兴趣。
2、培养学生文明礼貌,以礼待人的优良品质
三、教学重点、难点
基本句型的运用:
A: Would you mind moving your bike?
B: Not at all .I will do it right away.
A: Could you please take out the trash?
B: Sorry, I will do it right away.
四、教学过程
Step1 Greeting and review
Greeting each other! What did you do last night/yesterday morning ?How long have you?
师生问候创造学习氛围。通过老师的提问复习前一单元学过的时态。
Step 2 Lead-in
Teacher asks some questions。
T: Is there anything that bother(打扰) you?
◎At home:
My parents often argue with each other.
There are too many rules in my family.
◎At school:
My friends often borrow something from me, but never return it in time.
In class, some students often make some noise so that I can not listen to the teacher carefully.
T: I am sure every student has your own trouble. And now I think it is a little bit hot in our classroom and I want to ask some to open the window. What should I say?
S1:……
S2:…..
S3:……
T: You all did a good job. Today we’ll learn how to make a request. Look at the picture. The room is too dirty. If your room is the same as this, What would your mother say?
S1:You’d better clean the room.
S2:You should clean the room.
S3:Please clean the room.
S4:You must clean the room.
T:Or a new expression:
Would you mind cleaning the room?
介意
(Then ask students to read the sentence twice)
Step3 presentation
然后依次通过幻灯再给出clean the yard, do the dishes, make the bed, smoke, make some noise等等的场景让学生尝试说今天刚引出的这个句型,同时,在每个场景句型问句的学习之时还给出了这个问句介意和不介意的不同回答。学生在说的时候自己体会。 Step 4 1 a & 1b,
1. Try to find out four things that bother(烦扰) them.
2. Match the requests with the things in the picture.
3. Listen and number the requests.
在短时间的口头上练习新学句型之后,再打开出从图片中先发现问题,再用所学句型提出request, 确实达到学以致用的目的。之后再进行一个听力的小练习,来巩固提出要求句型问答的学习。
Step 5 Pairwork
教师在幻灯片上展示不同生活场景,请同学依据今天所学编一个简单的对话。之后请同学上前来展示。
--Would you mind…?
--I’m sorry. I’ll do it right away
(教师创设相对固定的情景,使学生熟悉和运用所学句型。小组合作,相互监督完成任务。)
Step 6 Listening 2a& 2b
T: Talk about the picture of 2a. Then listen to the tape to number the picture in order.
Check the answer.
T: Then listen. Match the requests with the responses.
Check the answer.
Ask them to read.
(用多媒体展示课文听力插图,并且在听听力之前,先请学生们思考并描述图片表述的问题,这样降低了听力的难度。第二遍再听时,再次巩固复习了不同问题的应答。从而也加强了学生的听力技能。)
Step 7 Game
教师在幻灯上展示一片天空上有很多颗星星,每颗星星上都标了数字,学生自愿站起来用自己的语言帮助完成星星的愿望,学生所用语言,即是今天所学句型Would you mind doing sth? 在巩固这个句型的同时还呈现了Would you mind not doing sth?的句型。
Step 8 Practice
Say the sentences using “Would you mind…?”
1. Please clean the blackboard.
---- Would you mind cleaning the blackboard?
2. Go out please
3. Don’t watch TV!
4. Don’t talk in class
5. Please get out of the bathroom.
此活动通过口头表达进一步巩固练习今天所学句型结构。
Step 9 Summary
Would you mind doing sth.
表示礼貌的请求得到许可的用语。“请你做…你是否介意?”、“请你做…好吗?”, 是一种比较客气的表达方式。
eg. Would you mind opening the window?你介意打开窗户吗?
如果要表示“请你不要做…你是否介意?”、“请你不要做…好吗?”,只需在doing 前面加not。
Eg. Would you mind not sitting in front of me?请你不要坐在我前面好吗?
应答用语:
如果同意表示不介意时,可用如下用语来表达:Certainly. / Of course not. / Not at all. / No, not at all. 如果不同意表示介意时,常用“Sorry / I’m sorry.” 并陈述某种理由来表示拒绝或反对。
Eg. -Would you mind turning off the light in the room?
-I’m sorry. But I haven’t finished my homework yet.
Step 10 Homework
1.Read the listening conversations on P90 .
2. Make your own conversations.
五、英语探讨与反思
本堂课借助多媒体课件教学,教学内容得到很好的体现,有多个教学活动通过情景的创设让学生进行多时间的口语练习,同时对听力部分进行了听前的准备,从而有助于学生的听力练习,其次听的练习这节课也很充分。不足的地方,在学生自己编对话时,有部分同学已让不能全英文组织自己小组的活动,有大量说中文的现象。其次,从被叫起来展示对话的同学来看,还是有部分同学对于今天学的句型结构没有很好地掌握,下节课还需对他们加强说的练习和对句子的理解。
Would you mind turning down the music? Section A是新目标 Go for it ! Students,Book 八年级下册Unit7的内容。Section A主要围绕 “提出请求,表示歉意”为话题而展开的。本单元主要是通过“以学生为中心,教师为辅导”的教学原则(Learner -centered , teacher – assisted ),通过任务型教学( task-based learning )创造性地使用英语。在“学中用,用中学”,从而培养学生的文明礼仪,以礼待人的优良品质。
二、 教学目标:
A:知识目标
1. 听、说、读、写 Section A 重点词汇和短语,特别是mind ,not at all ,turn down ,right away ,dish ,yard ,task ,not at all , help sb. with sth.的用法。
2.理解并运用本单元的重点语法 情态动词could , would以及相当于情态动词have to的用法。
3.句型: —— Would you mind moving your bike? ——Not at all .I will do it right away.
B:能力目标
1、 能以“向对方委婉地提出请求及表达自己的谦意”为话题,展开会话,并能就自己身边的事创编对话。
2、进一步加强学生的听力及口语能力的训练,培养学生的创新能力
3、培养学生的造句能力和看图写作力。
C:情感态度及价值观
1、根据已有知识,激发学生探索新知的兴趣。
2、培养学生文明礼貌,以礼待人的优良品质
三、教学重点、难点
基本句型的运用:
A: Would you mind moving your bike?
B: Not at all .I will do it right away.
A: Could you please take out the trash?
B: Sorry, I will do it right away.
四、教学过程
Step1 Greeting and review
Greeting each other! What did you do last night/yesterday morning ?How long have you?
师生问候创造学习氛围。通过老师的提问复习前一单元学过的时态。
Step 2 Lead-in
Teacher asks some questions。
T: Is there anything that bother(打扰) you?
◎At home:
My parents often argue with each other.
There are too many rules in my family.
◎At school:
My friends often borrow something from me, but never return it in time.
In class, some students often make some noise so that I can not listen to the teacher carefully.
T: I am sure every student has your own trouble. And now I think it is a little bit hot in our classroom and I want to ask some to open the window. What should I say?
S1:……
S2:…..
S3:……
T: You all did a good job. Today we’ll learn how to make a request. Look at the picture. The room is too dirty. If your room is the same as this, What would your mother say?
S1:You’d better clean the room.
S2:You should clean the room.
S3:Please clean the room.
S4:You must clean the room.
T:Or a new expression:
Would you mind cleaning the room?
介意
(Then ask students to read the sentence twice)
Step3 presentation
然后依次通过幻灯再给出clean the yard, do the dishes, make the bed, smoke, make some noise等等的场景让学生尝试说今天刚引出的这个句型,同时,在每个场景句型问句的学习之时还给出了这个问句介意和不介意的不同回答。学生在说的时候自己体会。 Step 4 1 a & 1b,
1. Try to find out four things that bother(烦扰) them.
2. Match the requests with the things in the picture.
3. Listen and number the requests.
在短时间的口头上练习新学句型之后,再打开出从图片中先发现问题,再用所学句型提出request, 确实达到学以致用的目的。之后再进行一个听力的小练习,来巩固提出要求句型问答的学习。
Step 5 Pairwork
教师在幻灯片上展示不同生活场景,请同学依据今天所学编一个简单的对话。之后请同学上前来展示。
--Would you mind…?
--I’m sorry. I’ll do it right away
(教师创设相对固定的情景,使学生熟悉和运用所学句型。小组合作,相互监督完成任务。)
Step 6 Listening 2a& 2b
T: Talk about the picture of 2a. Then listen to the tape to number the picture in order.
Check the answer.
T: Then listen. Match the requests with the responses.
Check the answer.
Ask them to read.
(用多媒体展示课文听力插图,并且在听听力之前,先请学生们思考并描述图片表述的问题,这样降低了听力的难度。第二遍再听时,再次巩固复习了不同问题的应答。从而也加强了学生的听力技能。)
Step 7 Game
教师在幻灯上展示一片天空上有很多颗星星,每颗星星上都标了数字,学生自愿站起来用自己的语言帮助完成星星的愿望,学生所用语言,即是今天所学句型Would you mind doing sth? 在巩固这个句型的同时还呈现了Would you mind not doing sth?的句型。
Step 8 Practice
Say the sentences using “Would you mind…?”
1. Please clean the blackboard.
---- Would you mind cleaning the blackboard?
2. Go out please
3. Don’t watch TV!
4. Don’t talk in class
5. Please get out of the bathroom.
此活动通过口头表达进一步巩固练习今天所学句型结构。
Step 9 Summary
Would you mind doing sth.
表示礼貌的请求得到许可的用语。“请你做…你是否介意?”、“请你做…好吗?”, 是一种比较客气的表达方式。
eg. Would you mind opening the window?你介意打开窗户吗?
如果要表示“请你不要做…你是否介意?”、“请你不要做…好吗?”,只需在doing 前面加not。
Eg. Would you mind not sitting in front of me?请你不要坐在我前面好吗?
应答用语:
如果同意表示不介意时,可用如下用语来表达:Certainly. / Of course not. / Not at all. / No, not at all. 如果不同意表示介意时,常用“Sorry / I’m sorry.” 并陈述某种理由来表示拒绝或反对。
Eg. -Would you mind turning off the light in the room?
-I’m sorry. But I haven’t finished my homework yet.
Step 10 Homework
1.Read the listening conversations on P90 .
2. Make your own conversations.
五、英语探讨与反思
本堂课借助多媒体课件教学,教学内容得到很好的体现,有多个教学活动通过情景的创设让学生进行多时间的口语练习,同时对听力部分进行了听前的准备,从而有助于学生的听力练习,其次听的练习这节课也很充分。不足的地方,在学生自己编对话时,有部分同学已让不能全英文组织自己小组的活动,有大量说中文的现象。其次,从被叫起来展示对话的同学来看,还是有部分同学对于今天学的句型结构没有很好地掌握,下节课还需对他们加强说的练习和对句子的理解。