1、Unit 7 Would you mind turning down the music?Section A (1a-2c)教案口镇中学 王海涛教学目标：1、知识目标：mind not at all yard turn down right away 重点句式：Would you mind doing sth/ Would you mind not doing sth.及其答语。不介意：Not at all/Ok/Sorry. Ill do it right away.介意：Sorry，拒绝理由。2、能力目标：（培养学生交际能力）提高听说读写和学以致用人能力3、情感目标：学生在遇到困难时，有礼
2、貌地提出请求，遇到不满意的事情时，能有礼貌的劝阻。教学重点：掌握词汇和 Would you mind doing sth/ Would you mind not doing sth.及其答语。教学难点：运用目标语言提出请求。教法：利用多媒体呈现要学的生词，然后练习不同的答语，在此基础上呈现 Would you mind doing sth/ Would you mind not doing sth.再次基础上出现任务。具体运用目标语言。学法:自主学习与小组合作学习相结合的教学法。Step1 Warm up1、 T:class beg ins.good moring ,boys and girl
3、s2、 T:whats the weather like today? Ss;Its sunny/T: Ok,it s sunny,but, it s too cold. Now, the door is opening.If I want you to close the door .What should I say?Ss can answer: Can/Could you please close the door ?*Would you please close the door ?*Would you like to close the door?*Why dont you clos
4、e the door ?*Why not close the door ?*Please close the door .*Close the door.T: In these sentences,which are more polite?Ss answer.T: we can also say” Would you mind Close the door”T: what dose “mind” mean?T: Do you know how to answer? No, not at all.T: OK,today well learn Unit 7 Would you mind turn
5、ing down the music?引导学生做“Brain-storm” Then T:Please think over .In the sentences, which are polite? 学生说出后导入新课 Unit 7.此设计的目的是复习导入新课，使学生更多掌握 Would you mind doing结构使用的语境。Step2 Presentation 一：1、T: ( 出示图片)whats wrong? Ss； The music is too loud.T: Very good. The music is too loud. How to make a request? T
6、ry!T and Ss: Would you mind turning down the music?T:How to answer? T and Ss: No, not at all.T: Very good. Boys ask and girls answer.T:We can also say Of course not/ Certainly not2、(出示图片)T: What are they? They are dishes.T: Do you often do the dishes?Ss:.T: How to make a request? Try!S: Would you mi
7、nd doing the dishes?S: No, not at all.T: we can also say “Sorry, Ill do it right away”Let students practice in pairs.3、(出示图片) T: Look, whats he doing?Ss:He is cleaning the yard?T: How to make a request? Try!S: Would you mind clsaning the yard?T: How to answer?S: OK. Ill do it right away.T: If you mi
8、nd, how to answr? we can say “Sorry, I have to do my homework now.”Let students practice in pairs.4、(出示图片) Let students practice in pairs. Then let them show them.利用几张幻灯片呈现情景，让学生试着用 Would you mind doing做句子，因为有了前面一环节，学生也能试着回答。此时不是停留在前一点，而是呈现了更多的答语。十几次环节的目的是呈现新单词，同时练习巩固目标语言。二 1、(出示图片)T: Now, look here
9、. He is smoking. Look at the sign, oh, ”No smoking”. How to make a request? Try!T: Would you mind not smoking here? (how to answer)T: Im sorry. I wont do it again.T:Now, Girls ask and boys answer.2、(出示图片)T；Look, the man is wearing old jeans. Do you like them？Ss: No, .T: How to make a request?T: Woul
10、d you mind not wearing the old jeans? (how to answer)T:Ok, I will put on another pair.3、 Now we know “would you mind doing” and “would you mind not doing” Lets practice in pairs. Then let students show.在此基础上，利用图片呈现了“would you mind not doing sth”这一结果。然后让学生用“would you mind doing” and “would you mind n
11、ot doing”做练习Step3: Listening 1. T: look, there is some trash in the yard ,and the bike is next to the door .The two boys are playing baseball . the children are playing CD too loud .Now, can you match the requests with the picture .T: Have you finished T: Lets check the answers each other.2. T: Now
12、lets listen and number. Have you finished it?check the answer each other. 用多媒体呈现课文插图 1a 并作解释。 trash. bike. the two boys .the children。因后出示四个表程提出请求的句子，让学生搭配。本堂课是节听说课，听力设计很重要听及四项技能中重要的一项，设计此环节的目的是降低听力的难度，为下一步做准备。3. T:Now, lets listen again and try to write down the answers on your books .4. T: Boys an
13、d girls Here are five sentence. , you read them. OK, listen and number.5、Check each other.5. Listen again and try to match the requests.6. Work in pairs. Step 4 :Summary T：(出示图片 )Before the class, we know if I want you to close the door, What should we say?Ss： Can/could you Now, What should we say?S
14、s： Would you mind closing the door? T: Are they same? Their answers are diffeent.设计此环节的目的是培养学生的分析和归纳总结能力，同事为下一环节的小组活动做准备。Step 5: Group work.1、T: Now lets work in group of 4. One is monitor, he or she ask others to do something using “would you mind ” “could you please ”2、Ss work in group of 4。3、Let
15、students show(2-4)设计此环节的目的是运用所学句型进行交流，培养学生用英语做事的能力，让学生体验使用英语的成就感，启发学生学习英语的内在动力Step 6: Writing 1、(出示图片)T: Look, they are Marys neighbors. They arre noisy. Please write a polite letter to . Let them not do this. You can begin like this 2、Ss write the letter.3、Let 3-5 students read them.4、T: If my neig
16、hbors are noisy. If I say”Dont play soccer in the room” Are they happy? 在前面环节的准备下，投影 many 写信有礼貌的提出请求，进一步的运用 j 目标语，并且在写作完成后，要求四人一组进行 Check，A类生改 D.B.C 类水平差不多互批，互相讨论研究，设计目的，在课堂上老师不能照顾到每个学生，设 A 类生帮助 D 类使后进生有了改进错误的机会。体现了我校差异教学法。Ss； No.T: If I say”Would you mind playing soccer in the room?” Are they happy
17、?Ss； Yes.出示 One never loses anything by politeness. 礼多不吃亏；礼多人不怪。通过讨论恼人的邻居后，进行情感教育，落实情感目标实施。Step 7 Homework.你将外出旅游，请你给 Nancy 写一封 e-mail。让她帮忙照看你的家（注意用上各种礼貌用语）板书：Unit7 would you mind turning down the music? Would you mind closing the door ?Would you mind not smoking here?No, not at all/certainly not /
18、of course not /Sorry , Ill do it right away /in a minutes . Sorry , I have to 教学反思：本节课教学体现了课堂教学的有效性，课堂容量大，围绕重点展开教学，整个教学过程各环节之间设计合理，衔接较好。充分发挥学生在教学中的主体作用，让学生初步形成了自觉的、主动的、积极地参与学习过程的态度。小组合作学习的运用，体现了差异教学，各个层次的学生都能有所收获，目标达成度较高。不足之处：在学生学习方式上应注意设置能引发学生积极思维的问题，让学生主动去发现问题、探究问题，通过生生互动、师生互动，生成问题的答案，并尽量让学生去总结。课堂讨论不要流于形式，应留给学生充足的时间去思考、交流。在目标的呈现上力求更自然、贴切。学-优 *中:考 ，网
