人教版初中英语八年级下册教案Unit 7Would you mind keeping your voice down-

合集下载

人教版八年级英语下册《Unit 7 Would you mind turning down the music.(通用)》教案_5

Teaching plan for Unit 7 Food FestivalSection C of Topic 1：We’re preparing for a food festival.Teaching objectives1. Learn and understand the following words and phrases through reading the email from Kangkang andCraig e.g., regret, gather, group, member, purpose, in order to, instead of, as a result, fight against...2. Notice the basic form of an English e-mail and understand what the e-mail writer wants to know and if thereply e-mail gives him the answers.3. Learn & practice the following reading skills:●Skim Kangkang’s e-mail for its central meaning: (what KK and his friends want to know in order tomake their food-festival posters) and skim the reply e-mail from Craig for the main idea (the startand development of Free the Children).●S can Craig’s reply e-mail for the detailed information about Free the Children by mind mapincluding the group leader, Craig himself, the pioneer (a Pakistani boy who changed Craig’s life), thedevelopment of the group and its new project.●Find the key messages in Craig’s reply e-mail and use them to make posters for the food festival.4. Learn how to make the poster (how to decide the topic for more people to join in the food festival, e.g.,about Free the Children or about the new school in Kenya); how to give the answers to the wh-questions,i.e. what, when, where, why, who etc.5. Life experience of helping poor children who need schooling.Teaching procedureStage 1 Pre-readingStep 1 Look and say about the pictures1. Look at the pictures and talk about what they are doing.2. Present a poster, read the poster and answer 3 questions:Q1. What kind of food festival is it?Q2. What’s the purpose of it?Q3. When and where will KK and his classmates have the food festival?Step 2 Skim Kangkang’s e-mail1. Read Kangkan g’s e-mail and choose the best answer.What do KK and his friends want to know ?(the main meaning of the e-mail):●more information about Craig, especially his family and schooling;●more information about the new school Free the Children will build in Kenya;●more information about Free the Children and its group leader;●more information about building the new school, Free the Children and its leader. (√)2. Read Kangkang’s questions together.Stage 2 While-readingStep 1 Skim Craig’s e-mailRead Craig’s e-mail and guess what Craig will write ? (prediction).Step 2 Mind map what Craig writes1. Read Craig’s e-mail carefully , try to find the information and fill in the table in 1b on Page 60.2. Work in groups of four to complete the following mind map by using some keywords:3. Answer the following questions:1.What is the main idea of Craig’s e-mail?2.How does Craig talk about Free the Children？3.Does Craig answers all KK’s questions?4.If not, what questions does not he answer?Stage 3 Post-readingStep 1 Make the poster about Free the ChildrenStep 2 How to make the poster1. Work in groups and ask questions about the topic “Free the Children”2. Groups report the questions and the whole class give the answers in chorus. The teacher writes the keywords on the designed poster as a model for Ss’ own writing.Stage 4 Summary & HomeworkSum up what Ss have learnt and assign homework (to finish the above poster or make a poster about the newschool in Kenya).。

人教版八年级下册英语Unit7SectionA1a2d教学设计

（2）为了提高学生的听力水平，教师可以设计不同难度的听力练习，逐步提高学生的听力理解能力。
（3）在口语表达方面，教师可以鼓励学生大胆开口，多给予积极评价，提高学生的自信心。
7.课后作业与拓展：设计富有针对性的课后作业，帮助学生巩固所学知识。同时，鼓励学生进行拓展学习，如观看英语电影、参加英语角等活动，提高学生的英语素养。
4.教师布置课后作业，要求学生在课后巩固所学知识，并预习下一节课的内容。
五、作业布置
为了巩固本节课所学知识，培养学生的英语应用能力，特布置以下作业：
1.口语作业：学生需与家人或朋友进行一次关于日常礼貌用语的对话，要求使用本节课所学的动词短语和“Would you mind…?”句型。对话内容需包含至少三个不同的情境，每个情境中双方都要进行礼貌请求和回答。
1.通过小组合作、角色扮演等活动，提高学生的英语口语表达能力。
2.利用听力练习，培养学生获取、处理信息的能力，提高学生的英语听力水平。
3.通过自主探究、讨论交流等方式，让学生在实际语境中运用所学知识，提高学生的英语应用能力。
4.引导学生关注语言学习策略，培养学生的学习方法，提高学生的自主学习能力。
（三）情感态度与价值观
8.教学评价：采用多元化评价方式，关注学生的过程性评价，鼓励学生自我评价和互相评价，使评价成为促进学生发展的手段。
四、教学内容与过程
（一）导入新课
1.教师通过播放一段与课堂内容相关的英文动画片，引导学生关注日常生活中的礼貌用语，为新课的学习做好铺垫。
2.动画片结束后，教师邀请学生分享他们在动画片中所注意到的礼貌用语，引导学生认识到礼貌在日常交流中的重要性。
2.学生的口语表达能力有待提高，尤其是在实际情境中运用所学知识进行交流。

Unit 7 Would you mind

人教新目标八年级（下）Unit 7 Would you mind turning down the music?Section A (1a—2c)教学设计一、教学指导思想与理论依据：随着课程改革的不断深入，各种教学理论也纷纷应用于英语实践。

通过阅读大量的英语教学理论方面的文献以及学习与实践，任务型教学模式成为本人教学的基本框架。

任务型教学的基本步骤是：Pre-task（呈现和学习完成任务所需的语言知识，介绍任务的要求和实施任务的步骤），While-task（设计数个微型任务，构成任务链，学生以个人或小组形式完成各项任务），Post-task(各小组向全班展示任务成果)，Check（学生自评，小组互评，教师总评），Homework（根据课堂任务内容，以个人或小组形式作相关项目）。

二、教学背景分析：1、教材分析：本单元主要以“Complaints”为中心展开教学活动，学习“Would you mind +doing…？”的疑问句以及can/could…引导的表示请求的一般疑问句。

第一课时主要是听说课，是对目标语言的初步认识。

教师在向学生介绍如何对别人提出有礼貌的请求时，帮助和引导学生使用句型“Would you mind +doing…？”，并针对具体情况作出回应。

鼓励学生使用情态动词would/will/could…来恰当地表示请求或礼貌地阻止周围的人做出令人恼怒和生气的事情等，并能对影响别人的行为表示道歉。

培养学生具备一定的社会公德意识，学习文明礼貌方面的礼仪。

2、学生情况分析：我校属于农村学校，学生的整体英语水平较差，英语交际的能力比较弱。

但学生的思维活跃，有参与意识，一旦会表达，就非常喜欢表达自己的思想，但需要合理的引导。

部分学生的基础较好，能够主动的配合老师，愿意开口讲。

3、教学方式与教学手段设计：通过多媒体创设合适情景，通过适当的操练使学生掌握基本的句型结构；通过引导学生分析、归纳、总结更好的理解新语言。

八年级英语Unit7_Would_you_mind_turning_down_the_musicAKUUqq

Unit7 Would you mind turning down the music?教学设计一、教材内容：人教版新课程《英语》八年级下册第七单元二、课题：Unit7 Would you mind turning down the music?三、设计者：南图实验校四、教学时间：第一课时五、教学目标：学习水平描述表：六、教学重点：1、学习词汇： not at all.turn down .yard. right awayNo, not at all.2、掌握句型：Would you mind turning down the music?Sorry. I’ll do it right away.3、提高听力。

七、教学难点：1、提高学生听力。

2、让学生用英语自由交流。

八、媒体选择与组合：九、教学过程：Step 1Greet the class as usual.Step ⅡLead in1.Introduce myself and teach the vocabulary: turn down . turn up.2.Review some request sentences and show the topic: Would you mind turning down themusic? Teach the topic.Step ⅢPresentationT: Look at the picture. The music is too loud. The boy doesn’t want to listen.What should you do?S: turn down the music.T: What should he say?S: Would you mind turning down the music?Then tell students how to answerShow four pictures and let students learn “would you mind doing sth?”“would you mind not doing sth?”talk about the other pictures like that.StepIV Practice1.Read the conversations and use the target language to practice the pictures above.S1：Would you mind turning down the music?S2: No. not at all./ Sorry,I’ll do it right away.2,teacher asks some request sentences using the target language.StepV Ask students to turn to page52.Finish Activity1a.Match the requests with the things in the picture.Write letters a--d in the correct boxes.StepVI 1b.Listen and number the requests1--4 in the order you hear them.The first time,you just listen.The second time,you number.After listening, check the answers.StepVII SpeakongGive four pictures, ask students to use the target language “Would you mind (not)doing sth？” to talk about the pictures.Then ask some pairs to act out.StepVIII WritingFinish a note. Larry is sleeping late. His mother left a note on his door. Look at the pictures and complete the note.then ask some students to read their notes.StepIX SummaryThis class, we’ve learned a word “yard” and some phrases. We have also learned the target language “Would you mind (not)doing sth?”.StepX HomeworkUse “Would you mind (not)doing sth?”to make conversations.Next time I’ll ask some students to read your conversations to the class.StepXI Blackboard DesignUnit7 Would you mind turning down the music?教学流程图。

八年级英语下册-Unit7Wouldyoumindturningdownthemusic教案

Unit 7 Would you mind turningdown the music?Unit 7 Would you mind turning down the music 教案Language goals:In this unit students learn to make requests and to apologize…New languages:Would you mind cleaning your room?Would you mind not playing baseball here?Could you please take out the trash?You have to do your homework.I’m sorry. I’ll do it right away.Sorry. We’ll go and play in the park.No, not at all.Sure. That’s no problem.Difficult points:1. How to make requests with “Would you mind…?”structure.2. How to give responses to the requests “Would you mind…?”　& “Could you…?”3. How to deal with the difficulties in ordering things.4. Make requests about the given situations.5. Help students to find the topic sentence in each paragraph.Teaching aids:A tape recorder/ Some picturesTeaching periods:Period 1: Section A 1a, 1b, 1cPeriod 2: Section A 2a, 2b, 2cPeriod 3: Section A 3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 4, Self checkPeriod 6: Extensive readingPeriod 1Teaching aims:1. Teach vocabulary words and the useful expressions.2. Target languages:Would you mind turning down the music?No, not at all.Would you mind moving your bike?Sorry. I’ll do it right away.3. Enable the students to make requests.4. Help the student learn how to make requests.Teaching procedures:Step 1. Warming upWrite the following requests on the Bb:Can you give me the book?Please give me the book.Would you mind giving me your book?Say, the last example is a very polite way of making a request.Write down the title of this unit on the blackboard.Ask students to make sentences using “Would you mind …?”structure.Explain to the students that the –ing form should be used after the verb mind.Step 2. Presentation (1a)1. Point to the four requests in the box. Ask students to read them together.2. Point to the picture. Ask the students to match the requests with the people inthe picture.3. Check the answers with the whole class.Step 3. Listening (1b)1. Ask students to listen to the tape and understand the target language of making requests.2. Play the tape again and ask them to number the requests in the order they hear.3. Check the answers with the whole class.Step 4. Pair work (1c)1. Ask students to read the dialogue in activity 1c.2. Ask students to make requests with their partners.3. Ask some pairs to say their conversations to the class.Step 5. HomeworkTry to get as many ways of asking for requests as possible.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:Would you mind doing the dishes / cleaning your room / not wearing those old jeans / getting out of the bathroom / getting up?Sorry. It won’t be long.OK. I’ll do them in a minute.I’m sorry. I’ll do it right away.3. Enable the students to make responses to requests.4. Help the student learn how to response to requests.Teaching procedures:Step 1. RevisionAsk students to make more sentences with the “Would youmind…?”structure.Step 2. Listening (2a, 2b)1. Ask students to listen to the tape and understand the target language ofmaking requests in activity 1a.2. Play the recording a second time. Ask Ss to number the pictures in the order they hear.3. Check the answers with the whole class.4. Point out the five responses in activity 2b. Ask students to read them.5. Play the recording. This time ask Ss to fill in the letters of the picturesin front of the responses.6. Check the answers.Step 3. Pair work (2c)Ask students to do some oral practice about making requests and givingresponses like this about the information above.Step 4. GrammarAsk the students to read the sentences in the grammar box.Help the students sum up how to make requests and responses.Step 5. Homework1. Kate is still sleeping in bed. Her mother has to go to work. She wants Kate to dothe dishes, clean the room, buy some food and do the cooking. Help her mother to write anote about it.2. Translate the following into English.a) 你介意把门关上吗？好的，我马上就办。

人教版八年级英语下册《Unit 7 Would you mind turning down the music.(通用)》教案_3

一师一优教学设计与评析：新目标英语八年级（下）Unit7 ReadingⅠ.Title: Would you mind keeping your voice down?Ⅱ.Lesson type: reading lessonⅢ.Teaching aims:1.Read the passage correctly and fluently, understand the meaning, know the politely ways of giving suggestions.2. Grasp the reading strategy of how to find out the topic sentence of each paragraph.3. Let the students know the importance of etiquette, and try to be a person with good manners.Ⅳ.Main points: get the meaning, ways of giving suggestions and find topic sentences.Difficult points: get the meaning.Key points: reading strategy: find topic sentences;Ⅴ.Teaching aids: tape recorder and PowerPointⅥ. Teaching procedures:Lead-inGreet the students.It’s time for class.Good morning, boys and girls!Pre-readingStep 1 Talk about the picture of the article.Show a picture of the article. Ask students to find out the bad behavior and try togive them some suggestions.Look at the picture. Where are they? What is she doingIf you see someone doing this what would you say?If some one is talking loudly, what would you say?(Would you mind not talking loudly?) Or we can say: “Would you mind keeping your voice down?”Step 2 Predict the content according to the title.Ask students: “What is the article about?” Let them choose from A B C D.While-readingStep 3 Skimming: Reading strategyExplain what topic sentence. Take paragraph 1 as an example. Then ask students to find out the topic sentences of the following paragraphs.Before re ading, let’s learn something about topic sentences. They can make reading easier.A topic sentence can give you the main idea of the paragraph. It is usually in the first and the last sentence of each paragraph.Match the paragraphs with the best summaries.Step 4 ScanningWell done! You have got the main idea of the article, let’s read it again for more detail.Listen and read the article paragraph by paragraph and finish the following tasks. Read para 1, answer the question “What does etiquette mean?”It means normal and polite social behavior.Read para 2, find out three examples of bad behavior.Check the answers. Is standing close to someone impolite in China? In China, we can stand close to each other. But in Europe, such as England, France if you stand close to others, they’ll feel uncomfortable. They won’t feel good.Can we talk loudly at our own home? Where can’t we talk loudly In public places. Can you tell me some public places?Read para 3, find out two examples of bad behavior.Smoke in publicRead para 4, find out one examples of bad behavior.Drop litter.Post-readingStep 5 Group discussionMatch the right polite suggestions with each bad behavior.I believe you won’t do such kind of things. But if you see some doin g these things, what would you do? Would you give them some polite suggestions Please match bad behavior with the right suggestions?Step 6 Show timeOne student chooses a note of bad behavior from the teacher and acts it out. Other students give polite suggestions according to the performance.I think you can give many polite suggestions now. Let’s relax ourselves. I’d like to invite a student to come here and get a note from me. Act the bad behavior out. Other students give some polite suggestions.e.g. Drop litter.After performance, other students give suggestions and the teacher asks the “actor”: “What should you do?” Lead the student to pick it up.Step 7SummaryAsk students to discuss what we learned today.Hints: Rules of etiquetteWays of giving suggestionsReading strategyStep 8 Homework: WritingOne day you saw someone breaking the rules of etiquette. Write a letter of complain to your local newspaper.Step 9 Blackboard designUnit7 Reading非常有礼貌的请求别人做某事:肯定: Would you mind + doing …?否定: Would you mind not + doing…?Team 1 Team 2 Team 3 Team 4 Team 5 Team 6教学评析黑龙江省农垦牡丹江管理局机关子弟校梁海涛一、教学内容：本课选自新目标英语八年级下册第七单元阅读课文。

八年级英语下册《Unit 7 Would you mind turning down the music Section A》教案人教新目标版

八年级英语下册《Unit 7 Would you mind turning down themusic Section A》教案Teaching demandsⅠ. Knowledge Goal1. Key vocabulary: not at all, right away, turn down, yard.2. Key structures: ---Would you mind turning down the music? ---No, not at all.---Would you mind not playing baseball here? ---Sorry. We’ll go and play in the park.3. Listening practiceⅡ.Ablity GoalⅣ. Key Points and Teaching Difficulties1. Key Points: (1) Key vocabulary. (2) Master the structures in Grammar Focus. (3) Listening practice.2. Teaching Difficulties: (1) How to improve students’ listening ability.(2)Make conversations using the key structures.Ⅴ.Teaching tools1. A computer for multimedia use.2. A tape recorder.Ⅵ.Teaching procedureStep 1 warming upLet’s say the chart “No, not at all”. Teacher says and have Ss doSay and do the chart :“No, not at all”.“Stand up, stand up, would you mind standing up?Sit down, sit down, would you mind sitting down?Clap your hands,clap your hands,Would you mind clapping your hands?Touch your nose, touch your nose,Would you mind touching your nose?”“No, not at all”.Step 2 lead in1. Say, I think it is a little bit hot in our classroom and I want to ask someone to open the window. What can I say?Have Ss give some answers.2.Write t hem on the board: Could you please…? …? Would you mind openingthe window? Explain that the last example is a very polite way of makinga request.Answer the teacher’s questions.Understand the new sentences: “Could you please…? …? Would you mind opening t he window?”Step 3 Presentation1. Have Ss look at the picture and ask a pair of students to read the dialogue in the picture.2. Then show some other pictures. Have Ss look and say them using “would you mind …?”like above.3. Look at the picture and ask a pair of students to read the dialogue in the picture.4. Then show some other pictures. Have Ss look and say them using “would you mind not …?” like above.Pairwork1. Look at the picture and read the dialogue in the picture.—Would you mind taking out the trash?—No ,not at all. I’ll do it right away.2. Look at some other pictures and say them using “would you mind …?”like above.3. Look at the picture and read the dialogue in the picture.A: Would you mind not smoking?B: No, not at all. I’ll stop righ t now.3.Look at some other pictures and say them using “would you mind not …?”like aboveStep 4 1a1. Point to the four requests in the box. Read each phrase to the class and get students to repeat it. Ask students to explain what each one means. They can use actions and simple explanations.2. 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.3. Correct the answers.Pairwork1. Repeat each phrase in the box. Then explain what each one means. They can use actions and simple explanations.2. Write the letter of each request in the correct place in the picture to match the requests with the people.3. Correct the answers.Step 5 Listening 1b1. Ask different students to look at the list of requests in Activity 1a and read each one to the class.2. 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 and have Ss write the numbers 1 through 4 on the lines after the requests.3. Correct the answers.4. Listen again and fill in the blanksStudents’activities1. Look at the list of requests in Activity 1a and read each one.2. Listen to the recording and number the requests(1~4) above in the orderyou hear on the recording. Then write the numbers 1 through 4 on the lines after the requests.3. Correct the answers.4. Listen again and fill in the blanksStep 6 Listening 2a and 2b1.2a. Listen and number the pictures in the order you hear them.2. 2b.Listen again. Match the requests in activity 2a with the responses below.3. Correct the answersStudents’activities1. Listen and number the pictures in the order you hear them in 2a.2. Listen again to finish 2b. Match the requests in activity 2a with the responses below.3. Correct the answers.Step 7 Pairwork1. Have Ss Look at the pictures of 1a and 2a; let a pair of students to read the words in the sample dialogue.2. 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.4.At the end ask several pairs of students to say their conversations tothe class.Practice speaking1. Look at the pictures of 1a and 2a; and read the words in the sample dialogue:A: Would you mind moving your bike?B: Sorry. I’ll do it right away.A: Would you mind not wearing those old jeans? They look terrible.B: Ok. I’ll put on another pair.2. Make conversations like this about the information above.3. Say the conversations to the classStep8 Grammar FocusReview the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.Read the grammar box in groups.Step 9 PracticeDo some exercises.Step 10 Homework1. Would you mind being a polite student? Please look at the picture and Write down the conversations.2.Find out other polite ways to make requests（礼貌的请求方式）in English. Try their best to finish the homework well.。

人教版八年级英语下册《Unit 7 Would you mind turning down the music.(通用)》教案_1

Adj and Adv课型：复习课教学目标：1语言目标：形容词或副词词尾加er及est 的读音规则。

2 技能目标：熟练掌握几种比较级和最高级的应用。

教学重点：从什么是形容词、副词，两种词的用法开始，来复习形容词、副词的的原级、比较级和最高级的变化及其用法并进行一个整体的对比与归纳：教学难点：1.比较级+ than any other +单数名词比其他的任何……都......2.表示倍数的比较级once / twice /数词+times +as …as教学步骤：Step 1 Warming up1.Sing the song of <the more we get together>2.Let Ss say some words about Adj and Adv.Step 2 PresentationRevise what is the Adj and Adv.Step 31、比较级+ than 比……较（更）……些(1)他比他哥哥强壮He is strong er than his brother.(2)她比她姐姐美丽。

She is more beautiful than her sister.(3)露西比李莉唱得好。

Lucy sings better than Lily.2、much (多）/even (甚至) /still (仍然)/ a little (一点)+ 比较级--How about John’s illness? -- Oh, he is much ______now. (well)3、the + 比较级+ of the two 两个中比较……的He is the better of the two.4、比较级+ and +比较级越来越……Li Ping studies hard er and hard er.China is getting more and more beautiful.5、the + 比较级……, the + 比较级……越……就越……The more careful he is, the few er mistakes he makes.6、not as /so +原级+ as ……和……不一样My pen is as cheap as yours.Mary does n’t run as fast as Lilei.7、比较级+ than any other +单数名词比其他的任何……都......He is better than any other student in the class.(He is the best student in the class. )8、one of + 最高级+n. (pl.) ……是最……之一Our city is one of the most beautiful cities in the world.9、the + 最高级+ of (in……)在……中最……He is the young est boy in our class.10、the +序数词+最高级表示第几最…….Yangtze river is the third long est river in the world.11、表示倍数的比较级once / twice /数词+times +as …asHe runs twice as fast as I (me).Our room is three times larger than theirs. = Our room is three times as large as theirs.Step4.Exercises1. The bread is ____ than these cakesA. very deliciousB. much deliciousC. more deliciousD. as delicious2. Lin Tao jumped ____ in the long jumpin the school sports meetingA. farB. fartherC. farthestD. quite far3. When they met in the hotel . They talkedand laughed ______A.happilyB. happyC. happierD. Happiest4. In ou r city it’s ____ in July ,but it is even ____ in AugustA. hotter hottestB. hot hotC. hotter hotD. hot hotter5. Hainan is a very large Island .It is thesecond ______ island in china.A. largeB. largerC. largestD. most largest6. Your writing is ____ .A. wellB. better and betterC. good and goodD. Best7. My bag is as _____as ____.A. bigger ; youB. big ; yourC. big ; yoursD. big ;you8 Emma is _____，she always makes a lot of mistakes .A. careB. carefulC. carefullyD. careless9. Which subject is _____ , physics or chemistry ?A. interestingB. most interestingC. more interestingD. the most interesting10. Susan seems ___ than any other girl inher class.A. more confidentB. much confidentC. more confidentlyD. confidently11. Li lei often talks ___ but does ___ so everyone says he is a good boy .A. less moreB. few muchC. more littleD. little many12. The ____we get together ,the ___we will be .A. less ;happyB. more ;happyC. more; happierD. less ; happierStep 5 Summary1. 形容词和副词的比较级和最高级的构成及用法2. 形容词、副词比较等级的构成。

八年级英语Unit_7_Would_you_mind_turning_down_the_music第一课时教案AlKHMq

Unit 7 Would you mind turning down the music ?Analysis of Unit 7Teaching 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 1Teaching procedures:Step 1 Assign the taskWrite the following requests on the Bb :Can you give me the book ?1.Review the grammar box .Ask students to say the statements and responses .2.Ask students to talk about the differences among the different sentences . Exercise: 汉译英:a)你介意把门关上吗？好的，我马上就办。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

人教版初中英语八年级下册教案Unit 7Would you mind keeping your voice
down?
一、教材分析
（一）教材的地位和作用
“Would you mind keeping your voice down ?”是一篇有关礼节的阅读，是对整个单元的升华，在前几节课中，学生运用了Would you mind...? 有礼貌地对别人发出请求，本节课通过文章进一步加深对有礼貌请求句式的理解和在生活中的具体运用，同时通过对中西方礼节的对比和描述，使学生可以感受到在这个由“人”组成的社会中，每个人只有规范好自己的言行，讲究礼节，才能使整个社会处于一个“有序、和谐”的社会状态里，由此进一步提高学生的听、说、读写的综合能力。

（二）教学目标的确立
1、语言知识目标
a.词汇：voice, term, Asian, Europe, impolite, allow, public, cough, smoke, drop, litter, pick...up, behave.
b.语法：理解“Would you mind doing...”的基本形式和表意功能。

2、情感态度目标：
培养学生在公共场合及日常生活中文明礼貌，以礼待人的优良品质。

3、学习策略目标：
a.学习利用文章中的主题句快速理解文章大意；
b.根据图片、上下文猜测、理解语篇中词语和句子；
4、文化意识目标：
了解中西方礼节的不同与相同，从而加深对中西方文化的理解。

二、教学环节的设计
八年级学生有一定的英语基础知识，求知欲很强，所以，本节课讲解的时间很少，主要是训练学生利用任务型及合作式，以教师为辅，学生为主的教学原则，训练学生在学习中获取信息，处理信息和运用信息的能力。

并且，我还在网络上搜集了一些学生感兴趣的图画和动画材料，通过电子屏幕，变“死”的知识为活生生的声音及图片信息，由此激发学生运用所学语言进行交际的愿望和自信心。

三、教学程序
1、导入与指导
给学生展示几幅在公共场合违反规则的图片，通过让学生回答What are they doing 和If that happens, what will you say? 这2个问题，共同讨论这些人的违规行为，由此引出本课的新单词drop, litter, spit, pick up, behave,
cough等，同时也复习了前面学生已掌握的Would you mind (not) doing ...? 句型，也激发了学生对本课的兴趣，我认为采用图片导入法，远比直接让学生翻书阅读更能激发学生的兴趣，使其由被动学习变为主动获取知识。

2、巩固与拓展
本节课是一节阅读课，重点是要训练学生怎样把握文章主旨，同时也复习了上个单元学习的阅读技能，即快速浏览找出细节，之后通过多媒体展示一篇关于礼节的短文，检验一下学生的掌握程度。

Step 1.Read the first sentence of each paragraph, tell the statements T or F.
1. Etiquette is very common in English-speaking countries.
2. Etiquette is always the same in Asia andEurope.
3. When someone put his feet on the chair, we may shout at him, “Put down your feet.”
4. We’ll know some rules which are almost the same everywhere in the world.
Step 2. Underline the topic sentences of each paragraph.
Step 3. Finish part 3a
Step 4. Fast reading and tell the statements true
or false.
1. Etiquette is a normal and impolite social behaviors.
2. Etiquette is the same in every culture or in every situation.
3. Standing very close to the person you are talking with is common in European countries.
4. Etiquette is the same in all situations inChina.
5.Talking loudly in a library is impolite.
6. We should take care not to cough or sneeze loudly in public.
7. Dropping litter in other countries is allowed.
Step5. Give them a short passage about etiquette and practice the reading skills.
3、交流与合作
本单元的教学重点是培养学生在公共场所对违规行为有礼貌地发出请求，因此这个环节让学生相互交流公共场合的一些礼貌行为和不礼貌行为，一方面对这个单元的知识作一个简要的复习，另一方面培养学生的合作精神，让他们通过自主学习探索其个性思维发散的空间。

4、作业
让学生结合日常生活中遇到的一些违规行为给报社写
一封抱怨信，以此呼吁人们遵守规章制度。

四、教学反思
本节课是一节阅读课，标题是“Would you mind keeping your voice down？”我从三个方面进行了课后反思。

1、教学效果
本节课的重点是训练学生“How to find topic sentences”即找主题句，快速掌握文章的大概意思。

从学生的回答情况来看，最终目标应该基本达成，但是还是不够熟练，若能及时对学生进行小测试，那么一方面使他们能自如地运用阅读策略，另一方面能更加清晰地进行知识反馈。

2、教学行为
本节课一开始通过PPT呈现一些与etiquette相关的卡通图片，学生的兴趣大增，大部分学生都能积极参与到对话中，然后呈现了一篇关于中外礼节差异的课外读物，拓展学生的视野，使他们对中外文化有进一步的了解，但是，我觉得拓展还不够，应该呈现出更多的事例，让学生在故事中学习英语，以此增加他们的学习热情。

3、课堂生成
对于这节课我最大的不足就是设置问题的难易程度没有把握好，基本上没有坡度，中等及偏上的学生都能很容易地回答，因此，一方面，不能很好地发展他们的个性思维，另一方面，由于问题简单，优生的回答基本覆盖了整个课堂，
中等偏下的学生没有时间和机会思考问题，他们逐渐就懒于动脑，甚至出现讲闲话的情况，如果能在设计课程的时候，分配好难易问题，照顾到整个课堂，优生和差生都有思考的空间，那么整个课堂气氛就更加热烈，学生也能更透彻地掌握问题了。