新目标八年级下Unit7 Would you mind keeping your voice down学案4

《Go for it 》八年级（上）Unit 7 Would you mind turning down the music?说课稿Section B (3a—3b) & self-check 2教学理念：教师是学习活动的组织者，要给学生创设自主、探究、合作的空间，让学生在教师的指导下，通过感知、体验、实践、参与、合作等方式，实现任务的目标，感受成功。

一、教材分析1、单元分析本单元的主要语言学习目标是“make requests and apologize”教材以“would you mind turning the music?”为中心话题，围绕“would you mind+doing”句型展开,通过向别人提出建议的听力、对话、阅读、写作等训练，帮助学生掌握如何礼貌向别人提出建议和接受建议，它主要涉及到用would you mind +doing和could you please+ do 句型来完成语言学习目标。

这两个句型是学生必须掌握的内容。

前面我们已经学习了could you please+ do结构，可以更容易的过渡到“would you mind + doing”句型。

因此，本单元的学习，既复习了旧知识又为学习新知作好了铺垫。

2、课时分析本节课是Unit 7的第四课时，是一堂阅读、写作课。

内容包括3a、3b和4以及self-check 部分的2，（此处设计为备用，根据学生基础而言，基础较好的上self-check的活动2部分，基础较差的上section B的活动4，将在教学过程中体现出来），3a是通过阅读，获取信息；3b是模仿写作，初步的输出；4是小组活动，完整的输出；self-check活动2为写作，这几个个部分符合“为用而学，在用中学，在学中用，学了就用”这一基本教学原则。

新课标对八年级学生的读写要求是：能从简单的文章中获取相关信息，能用提供的信息写出简短的语段。

本节课将通过一系列的阅读和写作训练，让学生将前面的口头练习落实到笔头上，进一步提高对所学语言的综合运用能力。

Unit7 Would you mind turning down the music?Topic: Complaints✧Functions: Make requests Apologize✧Structures: Would you mind +gerund (formulaic)Will for intentions✧Target language:Could for polite requests----Would you mind moving your bike?----Not at all. I’ll do it right away. ----Could you please take out the trash? ----Sorry. I’ll do it right away.✧V ocabulary: move, annoy, cut in line, wrong size, right away, in a minute✧Recycling:cleaning the yard, playing baseball, turning down the music, getting up,doing the dishes, wearing jeans, cleaning your room, getting out of the bathroombabysit, wash, have to, library, bike, homework, movie, tonight, late, great, terrible,haircut✧Learning Strategies: Reflecting & practicingBrief teaching procedures:1st periodI.Duty reportII.Lead-in●Ask the students to revise the polite ways of asking people to do things.eg. Can you give me the book? Please give me the book.Could you please give me the book? Would you like to give me the book?●Today we will learn a very polite way of making a request.Would you mind giving me your book?III.1a●Talk about the picture in 1a. Students ask and answer questions about the pictures inpairs.●Ask the students to repeat each phrase .Explain what each one means.●Match the requests with the people in the picture. Ask students to write the letter of eachrequest in the correct place in the picture.IV.Listening practice●Read the instructions and point to the list of requests in activity 1a.●Play the recording twice, let the students write the numbers 1 through 4 on the lines afterthe requests.●Play the recording a third time, let the students repeat each conversation.V.Pairwork●Ask the students to make requests in pairs●Ask some pairs of students to say their conversations to the class.VI.Listening practice (2a&2b)●Read the instructions and point to the five pictures.●Play the recording the first time. Students write the number of each conversation in frontof the correct picture.●Play the recording a second time, let them write the letters in the blanks.●Check the answers.●Play the recording a third time, and repeat each sentence.VII.PairworkStudents make conversations after the models.2nd periodI.Duty reportII.Review of the listening comprehension on Page 53.III.Reading comprehension●Read the instructions of 3a.●Talk about the five pictures. Ask the students what is happening in the pictures.●Ask the students to read the note and complete the table.●Check the answers.●Ask the students to read the note again and learn to write a note.IV.Pairwork●Read the instructions.●Ask two students to read the sample dialogue.●Students look at the list of requests and commands in the box. Work in pairs. Makeconversations using “would you”, “could you”, and “have to”.●Ask several different pairs of students to say one of their conversations to the class.V.Groupwork●Read the instructions.●Ask the students to read the dialogue.●Pick a topic of current interest in the news. Ask the students to give their opinions onanother topic.●Ask students to complete the work in groups.●Ask students to share their answers.✧3rd period (Section B)I. Duty reportII. RevisionIII. Section B 1a & 1b●Read the instructions to the class.●Talk about the pictures.●Ask the students to read each situation and think about the two questions. Remind thestudents of the words “complain, annoying”.●Ask some students to share their answers with the class. Ask other students if they agreewith the opinions or not.●Ask students to number the ideas from most annoying to least annoying.IV.Listening practice●Read the instructions to the class and give examples to show how to fill in the chart.●Play the recording the first time, let the students try to finish 2a.●Play the recording a second time and try to fill in the blanks in the chart.●Play the recording a third time and try to retell the conversations.●Role play the requests with their partner.✧4th periodI. Duty reportII. RevisionIII. Section B 3a●Talk about the pictures first. Ask the student to tell what they see. Write down any wordsor phrases that are new to them on the blackboard and teach them to pronounce them.●Ask them to read the article on their own and circle what people do when annoyingthings happen.●Check the answers.●Get the students to ask and answer questions on the article.●Explain some words and expressions which are difficult for the students to understand. IV. 3b Writing practice:●Read the instructions and ask the students to complete the sentences.●Read some samples to class.V.Self-check1.Ask the students to fill in the blanks with the words given. Check the answers.2.Get them to make their own sentences with the words.3.Get the students to look at the picture, ask them to write a polite letter complainingabout three things✧5th &5th periodI. Duty reportII. Reading comprehension1.Pre-reading2.Extensive readingGet the students to read the passage and try to finish Exercises 2&3 (Check the sentences that is the main idea of each paragraph & Match the words and expressions with their meanings).Go through the reading finish Exercise 4(Find the answers to these questions)Get the students to read the passage again and summarize each paragraph in their own words. 3.Intensive readingHelp to deal with the difficulties in the passage (e.g. The use of the new words and expressions, analysis of the structure of the long sentences, and etc.).4.Writing practiceWrite an answer letter to the angry parents. Help the students read their letter to the class.。

单元分析内容提示本单元的语法要点是Would you mind …?和Could you please…等句型的运用，涉及向别人提出请求和道歉，因此在教学中要采用创设情景，交际表达的思路，从活动目的和方式促进语言的输出和运用。

充分利用教材中的卡通画，来对话交流，让学生在运用中体验本单元的语言功能项目。

教学目标（一）知识储备点1. 本单元的语言目标是make requests and apologize（提请求和道歉）。

围绕这一目标，要涉及句型：----Would you mind moving your bike?----Not at all. I will do it right away.----Could you please take out the trash?----Sorry, I’ll do it right away.----Would you mind not playing baseball here?----Sorry. We’ll go and play in the park.因此必须储备cleaning the yard, turning down the music, doing the dishes等动名次和Sorry, I’ll… No, not at all.等回答的句式，为上述句型提供语言材料。

2. 本单元要储备would you mind +动名词和Could you please +动词原形表示提出请求的句式及Sorry, not at all等表示道歉及回答的表达句式。

3. 在本单元还要储备情态动词should的知识，should+动词原形，没有人称和数的变化。

4. 在学习过程中，对已学过助动词will+动词原形应作必要的储备，并了解用will来表达目的或意图的用法。

（二）能力培养点1. 培养学生能用Would you mind …?和Could you please …? 等句型来向别人提出请求或对于所犯的错误向别人道歉的能力。

新目标初中英语八年级下册Unit 7 Would you mind keeping your voice down?(Reading Section1-Section3)Good morning, my dear judges. I’m Zhou Xiaowei, from Longquan NO.9 Junior High School. It’s my pleasure to give my lesson presentation here today. My teaching material is the reading part in Unit 7, Book 2 Go For It. The title is “Would you mind keeping your voice down?” I will present my lesson plan in the following parts. Part One: Analysis of the teaching material （教材分析）As a fresh teacher, it’s important for me to analyze the teaching material first. In this unit, I will try my best to help my students learn how to make requests and apologize politely. The topic is very interesting and practical in real life. My students have learnt some ways of giving suggestions (You should do sth. What about doing sth? Could you please do sth?). It’s helpful for them to learn this unit. This is the last part of the unit, the reading strategy in this lesson is to help my students find out the topic sentences. I’ll help my students get some information to enlarge their knowledge and develop their reading skills by doing that. In this article, the writer talks about etiquette in different countries and situations. Some impolite manners are listed and the writer also gives some examples of giving polite suggestions. So it is very necessary for my students to learn some etiquette and learn to behave well in their daily life.Part Two: Analysis of my students（学情分析）My students have learned the sentence pattern “Could you please do sth?”. So it is not very difficult for them to understand the meaning of “Would you mind doing sth?” As civilized students, they have some conceptions of etiquette which is the same between countries. Also they take a great interest in getting to know the differences of manners between China and English-speaking countries. But most students in my class are from countryside, their English are of different levels, so in this class, I will use different kinds of activities to arouse their interests of English learning to improve their reading skills and help them to build up their self-confidence.Part Three: Teaching aims（教学目标）According to my understanding of the reading material in this unit and my students,I set the teaching aims as following:1. Knowledge aims1) Be able to use the following new words and expressions to make sentences at theend of this class: voice, term, Asian, Europe, impolite, allow, public, cough, break, careful, smoke, drop, litter, pick...up, behave.2) Be able to use the following sentence patterns to make requests politely and accurately after class.Could you please (not) do sth.…?Would you mind (not) doing sth.…?2. Ability aims1) Be able to get the general idea of the article by finding topic sentences andget the right summary of each paragraph by using some reading strategies such as skimming and scanning skills.2) Be able to communicate and cooperate freely with target sentence patters.3. Moral aimsBe able to understand how to respect others and try to behave well in proper places and in proper ways after this lesson .Part Four:Teaching key point and difficult point（教学重点与难点）According to the teaching aims and demands, I think the key point in this lesson is to develop my students’ ability of finding topic sentences. The difficult point is to learn different etiquette in different culture.Part Five: Teaching aids（教学辅助）I need some small blackboards, chalk and multimedia to help me in this class. Part Six: Teaching methods and learning methods（教学方法和学习方法）Next I am going to talk about the teaching methods and learning methods. As we all know, the main aim of reading teaching is to cultivate students’ abilities of English learning and the abilities of analyzing and solving problems. So I will use Communicative teaching method and “Task-based” teaching method to develop the students’ problem-solving abilities. In different activities, ask students to take part in class actively and develop their cooperation in pair work, group work and other extending activities. It is real learning by doing.Part Seven: Teaching procedures（教学流程）Then let’s come to the most important part: the teaching procedure. It includes three stages.Part Eight: Blackboard design(板书设计)Unit 7 Would you mind keeping your voice down?Reading(Section 1-Section3)Part Nine: Learning plan design(学案设计)Part Ten: Reflection（教学反思）The last part is my reflection. First, the instruction of the task is not clear enough. Second, it would be better if we have interesting games or contests.The above is my presentation about my lesson plan.Thank you for enjoying me.。