1、八年級(jí)英語(yǔ)下冊(cè)Unit 7 Would you mind turning down the music教案Teaching goals:1.學(xué)習(xí)Would you mind doing sth.?這一句型，學(xué)會(huì)懇請(qǐng)對(duì)方對(duì)于某事如何表達(dá)歉意。2.本單元圍繞“歉意、懇請(qǐng)”這一話題展開(kāi)教學(xué)，以此培養(yǎng)學(xué)生的交際能力。Important points:A: Would you mind doing sth.?B: Im sorry .Ill do it right away.A: Would you mind not doing sth.?B: Sorry. Well go and play in th
2、e park.Difficult points:比較: Would you mind (not) doing sth.? Could you please do sth.? Please do sth. You have to do sth.Language structures:Would you mind cleaning your room?Im sorry .Ill do it right away.Would you mind moving your bike?No, not at all .Ill do it right away. Period 1 Teaching proced
3、ures:Step 1 Assign the taskIn this unit were going to learn polite ways of asking people to do things. Write the following requests on the Bb: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.Ste
4、p 2 Warm up Section A(1a-1c)SB Page 52, 1a.1. Point to the four requests in the box .Say each phrase to the class and ask the Ss to repeat it. Ask Ss to explain what each means.2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture. Point out the blan
5、k boxes in the picture. Point out the sample answer.3. Check the answers.SB Page 52,1b.1. Point to the list of requests in activity 1a.Play the recording the first time .Ss only listen.2. Play the recording a second time .Check the answers.SB Page 52,1c.1. Ask two students to read the words in the s
6、ample dialogue in activity 1c. Say, Youll work with your partner .Make requests.2. Ask two pairs to say their conversations to the class.Step 3 Pre-task Section A (2a-2c)SB Page 53, 2a.1. Read the instructions with the students .Play the recording the first time .Ss only listen.2. Play the recording
7、 a second time .Ask Ss to write the number of each conversation.3. Check the answers.SB Page 53, 2b.1. Point out the five responses in activity 2b .Ask different Ss to read each one to the class.2. Play the recording .this time ask Ss to fill in the letters of the pictures in front of the responses.
8、3. Check the answers.SB Page 53, 2c.Ask two Ss to read the words in the sample dialogue .Say, Make conversations like this about the information above.Step 4 Grammar Focus1. Review the grammar box .Ask students to say the statements and responses.2. Ask students to talk about the differences among t
9、he different sentences.Exercise: 漢譯英:a)你介意把門關(guān)上嗎？好的，我馬上就辦。b)你介意把收音機(jī)關(guān)小點(diǎn)兒聲嗎？不，一點(diǎn)也不。c)請(qǐng)不要在教室里大聲說(shuō)話好嗎？對(duì)不起。Period 2Teaching procedures:Step 1 Pre-taskSB Page 54, 3a.1. Read the instructions. Write the three phrases would you mind, could you and have to on the board. Ask Ss to make up several sentences usin
10、g these phrases. Point to the pictures .Ask Ss to explain what is happening in each picture. 2. Point to the note. Ask Ss to read the note and fill in answers.3. Check the answers.SB Page 54, 3b.1. Read the instructions .Point out the list of orders in the box.2. Ask Ss to make conversation like the
11、 sample dialogue.3. Ask several pairs to say one of their conversations to the class.SB Page 54, Part 4.1. Ask two Ss to read the dialogue.2. Ask Ss to complete the work in groups.3. Ask a few students to present their conversations to the class. Homework: Finish off the following dialogues. A: mind
12、 up? You to help me in the kitchen.B: OK .Ill get up right . Do I have to the dishes.A: Yes, and you have to help me dinner.B: OK. When I finish , you help me my homework?A: Sure.Period 3 Teaching procedures :Step 1 Assign taskTeach the new words.SB Page 55, 1a.1. Read the instruction and ask Ss to
13、read each situation and think about the two questions.2. Ask some students to share their answers with the class. Ask other students whether they agree with the opinions or not.SB Page 55, 1b.1. Help the students understand that something that is unpleasant or something that bothers you is annoying.
14、2. Then ask the students to number the ideas from most annoying to least annoying.3. Ask the class to vote on the most annoying item on the list.SB Page 55, 2a.1. Read the instructions. Play the r4ecording. This time Ss only listen. Answer any questions they have about the recording.2. Play the reco
15、rding again and ask the students to write the number 1, 2 and 3 in front of the correct pictures.3. Check the answers.SB Page 55, 2b.1. Say, Listen to the three conversations again .This time write the situations, problems and solutions in the chart.2. Point out the sample answers .Play the recordin
16、g again .Ask Ss to fill in the answers on their own .You may need to pause the tape from time to time to allow students to write answers in their books.3. Check the answers.SB Page 55, 2c.1. Read the instructions .Point out the problems in activity 2b.2. Ask one or two students to say the conversati
17、ons to the class.Step 2 While-taskSB Page 56, 3a.1. Read the article to the class .Ask Ss which words they dont understand. Write these words on the board.2. Ask students to underline the things that are annoying .Then have the students circle what people do when something annoying happen.3. Correct
18、 the answers with the class.SB Page 56, 3b.1. Look at each picture with the class .Ask different students to tell what is happening in each picture.2. Read the instructions and ask students to complete the activity on their own.3. Check the answers.SB Page 56, Part 4.1. This activity provides speaki
19、ng, listening and writing practice using the target language.2. Ask students to complete the work in groups.Period 4 Teaching procedures:Step 1 Self Check SB Page 57, Part 1.1. Ask Ss to fill in the blanks on their own. Check the answers.2. Ask Ss to make their own sentences with the words, preferab
20、ly sentences that are meaningful.SB Page 57, Part 2.1. Ask the students what might be annoying in the picture.2. Ask the students to write the letter on their own.3. Ask a few students to share their letters.Step 2 While-readingSB Page 58, Section 1.1. Read the title. Ask the students to predict what they think the article is about based on the article.2. Look at the picture. Ask students t
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