八年級下冊英語人教版Unit7教案.doc

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______________________________________________________________________________________________________________ 新目標英語八年級（下）Unit7 Would you mind turning down the music?教學設計 一、教學內(nèi)容及分析 本單元是八年級英語下冊的第七單元（Unit 7 Would you mind turning down the music?），主題是如何更禮貌的提建議，主要功能項目是“Make requests”和“Apologize”，本單元的語法要點是“Would you mind …?”和“Could you please…”等句型的運用，知識重難點為：“would you mind +動名詞”和“Could you please +動詞原形”等句型的正確運用，以及能夠正確運用其否定形式。整個單元教材內(nèi)容如下： Section A是語言的基本輸入和呈現(xiàn)部分，是本單元的語言基本內(nèi)容。1a、1b、1c分別是看、聽、說的任務環(huán)節(jié)，均圍繞1a的卡通畫而展開?？上葎?chuàng)設情景引入，呈現(xiàn)Would you mind +動名詞向別人提出請求的語言功能項目。再呈現(xiàn)Would you mind not+動名詞，讓學生充分利用1a的卡通畫內(nèi)容來練習。2a、2b是任務型聽力，學生獨立完成。2a是排序，2b是配對。2a是通過聽力，展示W(wǎng)ould you mind …?和Would you mind not…?在交際中的運用，2b是呈現(xiàn)如何向別人道歉。2c要求以2a、2b的聽力材料來進行交際練習，體會向別人提出請求和向別人道歉的語言功能項目。在3a的教學中，要求學生看圖，補全圖片中的“請求”，3b的結對對話，要求學生用Would you, Could you, have to編對話，至于第4部分的groupwork，先可讓學生制定“工作任務”，再進行對話。 Section B是綜合的語言運用和知識的擴展部分。1a、2a、2b都圍繞的卡通畫展開，2c是2a、2b聽力材料的操練對話，3a和3b是閱讀和寫作的訓練，通過完成3a、3b的任務，加深學生對“提出請求，表達歉意”的理解和運用。Self check讓學生通過活動對自己遣詞造句能力及語言綜合能力進行了自我評價，應由學生獨立完成，但第2部分教師可組織學生看圖討論，然后再完成第2部分的任務。課后所選的閱讀材料依然緊扣本單元的語言目標，學習掌握基本的閱讀策略,即通過尋找主題句來快速獲取文章大意，以獲取更多信息的能力，從而幫助學生了解不同國家及文化背景下的禮儀，更好地遵守社會公德。 我將靈活運用這些活動內(nèi)容，完成聽，說，讀，寫的訓練任務，并將其中的一些活動進行變化或整合，以提高課堂效益。因此在教學中采用創(chuàng)設情景、交際表達的思路，以活動為目的和方式促進語言的輸出和運用。充分利用教材中的卡通畫，來對話交流，讓學生在運用中體驗本單元的語言功能項目。第一課時主要學習如何更禮貌的提建議，以及如何做出合適的回答以聽說訓練為主。第二課時主要是通過聽說讀寫訓練，進一步學習“如何提出要求和表示歉意的句型”，我將SectionB1a-2c和SectionA3a-4整合在一起作為本節(jié)課的教學內(nèi)容，主要考慮先把聽說部分即SectionB1a-2c放在前半部分，易于調(diào)動學生學習積極性，然后再通過讀寫訓練即SectionA3a-4，練習“向別人提出請求”和“向別人表達歉意”這一語言功能項目，提高學生綜合運用語言的能力。第三課時的目標是讓學生進一步通過讀寫訓練，培養(yǎng)學生綜合運用話題語言的能力，加深學生對“提出請求，表達歉意”的理解和運用。第四課時學習一篇閱讀課文。第五課時，是一節(jié)復習課，通過大量練習來復習、歸納、拓展本單元語言知識，從而進一步提高學生的聽說讀寫能力，完成本單元的目標任務。 二、學習者特征分析 本單元話題來自學生的生活經(jīng)歷，在八年級上冊Unit 11學生已經(jīng)學習了許多動詞短語，為表達提供了語言基礎。此外，學生已掌握了用祈使句和Can you…?/could you 及Could you please提出請求, 為本單元的學習打下了一定的基礎。學生具有了學習本單元知識的認知前提，能自然的與本單元的話題銜接。（但是在語法上也就容易形成混淆。）同時，本單元是關于禮貌性的話題，內(nèi)容貼近生活，學生比較容易進入角色。 初二下學期的學生們對英語學習還有著較濃厚的興趣，并且經(jīng)過新課程理念的熏陶及實踐，已有了初步的自主、合作、探究、實踐的能力。因此在考慮本單元教學設計時，我把“以學生為中心”及 “快樂學習”的理念融入英語教學中，把本單元內(nèi)容以多媒體課件展示，并配以豐富的圖片及色彩，為學生的語言學習營造良好的氛圍，從而增強學生的興趣和留意力，使學生在愉悅的課堂活動中主動學習，快樂成長。 三、單元整體目標分析 1、知識與能力： （1）語言知識 ① Be able to pronounce and master the new words and phrases. Words: mind, yard, dish, polite, perhaps, door, line, return, voice, term, Asian, Europe, impolite, allow, public, cough, break, smoke, drop, litter, cigarette, criticize, behave，etc. Phrases: turn down, not at all, right away, wait in line, cut in line, keep down, at first, put out, pick up. ② Master the target language: Would you mind moving your bike? Sorry, I will do it right away. Would you mind not playing baseball here? Sorry, we’ll go and play in the park. Could you please wash the dishes? Ok, I will do them in a minute. ③ Learn to make requests and apologies, using the target language. ④ Learn the modal verb that can express request. （2）語言能力 （1）能正確運用Would you mind …?和Could you please …? 等句型來向別人提出請求或?qū)τ谒傅腻e誤向別人道歉的能力。 （2）能正確運用will+動詞原形來表達個人目的或意圖的能力。 2、情感態(tài)度與價值觀： （1）使學生在學習中學會正確向別人提出請求或向別人道歉的方法，獲得交際成功的快樂。（2）使學生體驗交際中的委婉語氣的使用，從而培養(yǎng)自己成為一個有禮貌、有道德的中學生。 四、重點、難點 1.重點：本單元的語言目的是“提出請求和道歉”，因此Would you mind …?和Could you please …? 以及Sorry, I’ll … 等句型的理解和運用，是本單元的重點。 2.難點：學生在使用Would you mind …?和Could you please …?時，應該提醒學生，would you mind +動名詞，而Could you please +動詞原形。此外，如用否定詞not，not所放的位置，學生容易犯錯，Would you mind not…? Could you please not …? 因此，這些內(nèi)容的掌握和運用是學生學習的難點。 五、教法選擇與學法指導 本單元主要運用"任務型教學法"，并輔助于情景交際教學法。 《英語課程標準》把"培養(yǎng)學生學習英語的愛好，樹立自信心，培養(yǎng)良好學習習慣和形成有效策略，發(fā)展自主學習和合作精神"放在了首位。依據(jù)課改的精神，從以下幾個方面對學生進行學法指導。 首先，是自主學習法。在本單元中主要體現(xiàn)在學生看圖片討論、做聽力、通過對話操練句型等環(huán)節(jié)中。 其次，是合作學習法，主要體現(xiàn)在自編對話，表演對話等環(huán)節(jié)中。 再次，是情景體驗法。情景教學是本堂課自始至終的主線，如何請求別人做某事，就是讓學生在相應的情景中體驗出來的。 六、課時及教學內(nèi)容安排 教學內(nèi)容 課時安排 教法選擇 資源準備 教學評價 SectionA1a- Grammar Focus (以聽說訓練為主，學習如何更禮貌的提建議，以及如何做出合適的回答。) Period 1 (45分鐘) 聽說法，交際法，認知法，任務型教學法 多媒體，音響及相關教學資源 觀察 提問 激勵 SectionB1a-2c, SectionA3a-4 (進一步學習“如何提出要求和表示歉意的句型”) Period 2 (45分鐘) 視聽法，交際法，認知法，任務型教學法 多媒體，音響及相關教學資源 觀察 提問 激勵 互評 SectionB3a- Selfcheck (通過讀寫訓練，加深學生對“提出請求，表達歉意”的理解和運用) Period 3 (45分鐘) 聽說法，交際法，任務型教學法，游戲法 多媒體，音響及相關教學資源 提問 激勵 互評 Reading （學習一篇閱讀課文） Period 4 (45分鐘) “三一三”模式；閱讀技巧訓練。 多媒體，音響及相關教學資源 提問 互評 小組評 競賽 Review of Unit7 (是一節(jié)復習課，通過大量練習來復習、歸納、拓展本單元語言知識) Period 5 (45分鐘) 講練法，歸納法，自主學習， 小組合作交流 多媒體，音響及相關教學資源 獨立作業(yè)、激勵 通過檢查學生練習、板演、匯報等途徑對學生進行過程性評價。 教學內(nèi)容 Unit7 Section A1a.1b.1c.2a.2b.2cGrammar Focus 課時 Period1 教學對象 八年級學生 設計者 一、教材內(nèi)容分析 本課時是八年級下冊第七單元的第一課時，主題學習如何更禮貌的提建議，以及如何做出合適的回答。《英語課程標準》明確提出：倡導任務型的教學模式,要求教師應該避免單純傳授語言知識的傳統(tǒng)教法,盡量使用任務型的教學途徑。在這一理念的指引下,我確定本課教學的任務是讓學生主動地學習和運用語言,使他們產(chǎn)生強烈的學習動機,從而使其成為自主的學習者。本課時教學目標是：向他人提禮貌請求以及做出回答,會口頭運用would you mind (not)doing 這一語言結構,讓學生學會使用恰當?shù)恼Z言與他人交往。重難點就是能聽懂、會說目標語言。因此這樣來整合具體內(nèi)容：先復習以往學過的表達禮貌的請求方式，然后過渡到本課時新的內(nèi)容。就從日常生活談起，這樣不會很唐突。接著圍繞著這一主題安排了聽、說、讀、寫的活動任務讓學生在這些環(huán)節(jié)中學會用更加禮貌的請求方式“Would you mind doing things ？”“Would you mind not doing things?” 以及表示歉意的回答—Sorry ,Not at all / I’ll do it right away 等，最后的作業(yè)又落實到學生的日常生活當中，把知識運用到實際生活中，達到學以致用的目的。 二、教學目標（知識與能力，情感態(tài)度） （一）知識目標： 1. 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 practice （二）能力目標：1. To train students’ ability of listening and speaking.2. To train students’ ability of spoken communication. （三）情感態(tài)度：To be interested in communicating in English. 三、重點、難點 1. 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. 四、教法選擇與學法指導 本課時以向他人提出禮貌請求為話題,通過向他人提禮貌請求以及做出回答,來練習would you mind (not)doing 這一語言結構,讓學生學會使用恰當?shù)恼Z言與他人交往。為了培養(yǎng)學生能大膽正確的口頭交際和正確理解目標語言，并在學習中能更好的與他人合作探究 、學會交往、學會做人，本課可采用listening method, speaking method, cooperating method, inductive method等教學法，使學生在聽、說、猜測、識記、游戲、表演、分享等活動中，動用各種感官系統(tǒng)，全面快樂的學習。 五、資源準備 1. A computer for multimedia use. 2. A tape recorder. 六、教學過程 教學 任務 教師活動 學生活動 設計意圖及 資源準備 Step 1 warming up (3minutes) Let’s say the chart “No, not at all”. Teacher says and have Ss do. Say 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”. 在輕松活潑的氛圍中，向?qū)W生滲透“向別人提請求”這種表達方式，極大的調(diào)動學生學習的熱情。 Step 2 lead in (3minutes) 1. 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 them on the board: Could you please…? …? Would you mind opening the window? Explain that the last example is a very polite way of making a request. Answer the teacher’s questions. Understand the new sentences: “Could you please…? …? Would you mind opening the window?” 通過情景導入，在復習以前學過的表達禮貌的請求方式的過程中，自然過渡到本課時新的內(nèi)容。 Step 3 Presentation (9minutes) 1. 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. 1. 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 right now. 4. Look at some other pictures and say them using “would you mind not …?” like above. 通過口頭反復練習， 以及講解訓練，使學生理解“would you mind (not) doing…?”這一句型結構。 Step 4 1a (5minutes) 1. 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. 1. 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. 呈現(xiàn)Would you mind+動名詞表達“請求”。 Step 5 Listening 1b (5minutes) 1. 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 blanks. 1. 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 order you 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 blanks. 通過聽力訓練，呈現(xiàn)Would you mind+動名詞表達“請求”。 Step 6 Listening 2a and 2b (5minutes) 1.2a. 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 answers. 1. 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. 再次通過聽力訓練，進一步熟悉本課的目標語言，訓練學生的聽力能力。 Step 7 Pairwork (5minutes) 1. 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. 3. At the end ask several pairs of students to say their conversations to the class. 1. 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 class. 讓學生在活動中，進一步理解鞏固所學語言知識，并且培養(yǎng)與他人交流合作的溝通能力。 Step8 Grammar Focus (3minutes) Review 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. 總結本課所學知識。 Step 9Practice (5minutes) Do some exercises. Do the exercises. 通過做練習，復習鞏固本節(jié)所學內(nèi)容，達到學以致用。 Step 10 Homework (2minutes) Group A: 1. 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（禮貌的請求方式）in English. Group B: 1. Read and try to understand the Grammar Focus. Try their best to finish the homework well. 新課標第一網(wǎng) 通過練習和作業(yè)，又把知識運用落實到學生的日常生活當中，達到學以致用的目的。新課標第一網(wǎng) 七、板書設計 Unit7 Would you mind turning down the music? Section A1a~Grammar Focus not at all，turn down ，right away，yard ---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. 教學內(nèi)容 Unit7 SectionB1a~2c, SectionA3a~4 課時 Period2 教學對象 八年級學生 設計者 一、教材內(nèi)容分析 本節(jié)課是八年級下第七單元第二課時，學生已基本掌握如何更禮貌的提建議，以及如何做出合適的回答。本課時教學目標是：通過聽說讀寫訓練，進一步學習“如何提出要求和表示歉意的句型”。重難點為：能自由運用目標語言來對話，并能完成任務型寫作任務。根據(jù)《英語課程標準》、教材內(nèi)容和學生的學習水平，我將SectionB1a~2c和SectionA3a~4整合在一起作為本節(jié)課的教學內(nèi)容。師生一起先從天氣、衣著、飲食、購物等一些生活中曾經(jīng)引起不愉快的事情談論起，例如：My friend was late yesterday. I waited for a long time.并思考如何解決這些問題。所以先把聽說部分即SectionB1a~2c放在前半部分，易于調(diào)動學生學習積極性。然后再通過讀寫訓練即SectionA3a~4，練習“向別人提出請求”和“向別人表達歉意”這一語言功能項目，提高學生綜合運用語言的能力。最后在活動過程中，學生們進一步熟練使用目標語言。本節(jié)課是第一課時的有效延伸和拓展。 二、教學目標（知識與能力，情感態(tài)度） （一）知識目標： 1. Key vocabulary: waitress; brought; solution; task; poster; finish these tasks; make some posters. 2. Key structures: A: This shirt is too big. Would you mind giving me a smaller one? B: Not at all. Here you are. A: Could you make some posters? B: Sure, that’s no problem. 3. Listening practice. 4. Writing practice. （二）能力目標：1. To train students’ listening and writing skills.2. To train students’ ability of communication. （三）情感態(tài)度：1. To enable to make requests politely in English in our daily life. 2. To be able to help others who are in trouble. 三、重點、難點 1. Key Points: Master the Key structures. Listening and writing practice. 2. Teaching Difficulty Make conversation freely. 四、教法選擇與學法指導 經(jīng)過第一課時的學習，學生對“向別人提出請求”和“向別人表達歉意”用法有了新的了解，對相關知識點也有所掌握。本節(jié)課的重點是對這一語言項目予以更好的消化，熟練運用。本課時應指導學生多說，多聽，多寫，以鞏固目標語言項目。教法盡量多樣化，組織教學要富有新意，情景創(chuàng)設法、交際法這些常用的方法都可能用到。 五、資源準備 1. A computer for multimedia use. 2. A tape recorder. 六、教學過程 教學任務 教師活動 學生活動 設計意圖及 資源準備 www.xkb1.com Step 1 Greet the class and review. (5minutes) 1. Greet the class as usual and check the homework. 2. First ask Ss to see a piece of movie. Then show some pictures and ask a pair of students to make a conversation according to the pictures using “would you mind (not) …?” 1. Greeting. 2. First see a piece of movie. Then look at the pictures and make a conversation according to the pictures using “would you mind (not) …?” 通過對話，檢查學生的掌握情況，并對學生的表現(xiàn)做出適當?shù)脑u價，激勵學生學習的積極性。 Step 2 New words (3minutes) Show the new words on the screen. Read the new words to the class and ask students to repeat. Learn the new words. 學習新單詞。 Step 3 Speaking (SectionB1a&1b) (5minutes) 1. Section B 1a. Show some pictures on the screen and ask students to say something about the pictures. Provide key words as needed. Write these words on the blackboard. 2. Read the instructions and ask students to read each situation and think about the two questions. Then ask some students to share their answers with the class. 3. Pairwork. Show some other pictures. Have Ss look at the pictures and talk about them using “Would you ever complain about them?” 1. Look at the pictures on the screen and say something about them. 2. Read each situation and think about the two questions. Then share the answers with the class. 3. Look at the pictures and talk about them using “Would you ever complain about them?” 通過看圖對話，培養(yǎng)學生發(fā)現(xiàn)問題、解決問題的能力，呈現(xiàn)新的詞匯，復習舊的詞匯。 Step 4 Listening (SectionB2a&2b) (8minutes) 1. 2a .Let students listen and number the correct sentences (1~3) in Activity 1a. Correct the answers. 2. Listen and fill in the blanks. 3.2b. Listen to the three conversations again. Ask students to fill in the blanks on their own. Check the answers. 1. Listen and number the correct sentences (1~3) in Activity 1a. 2. Listen and fill in the blanks. (1)Conversation 1 What made the girl unhappy? She got the_______ _______shirt. What’s her solution? She will get a _______ shirt. (2)Conversation 2 Where did this happen? It happened in a __________. What will he get? He will get some ______ ______ right away. (3)Conversation 3 What was the boy’s problem? He got a pen that_____ ______. 3.2b. Listen to the three conversations again to fill in the blanks .C heck the answers. 通過聽力活動進一步對本單元語言項目進行操練，并培養(yǎng)學生聽的能力。 Step 5 Pairwork(SectionB2c) (5minutes) 1. 2c. First ask two students to read the example in the sample dialogue. 2. Then let students look at the problems in Activity 2b and work with their partners. 3. Role play the conversations from Activity 2b like this. 4. At the end ask several pairs of students to say their conversations to the class. 1. Read the example in the sample dialogue. A: This shirt is too big. Would you mind giving me a smaller one? B: Not at all. Here you are. 2. Look at the problems in Activity 2b and work with their partners. 3. Role play the conversations from Activity 2b like this. 4. Say their conversations to the class. 練習“表示請求”以及相應的問答。 Step 6 Writing (SectionA3a) (10minutes) 1. Show some pictures on the screen and ask students to explain what is happening in each picture. Look at these pictures and role play the conversations like this. A: Would you mind (not) doing …? B: …. 2. SectionA3a. Go through the instructions with the class. Look at the pictures and the note. Ask students to read the note. Then let students fill in answers on their own. Check the answers. 1. Look at the pictures and explain what is happening in each picture. 2. Role play the conversations like this. A: Would you mind (not) doing …? B: …. 3. Look at the pictures and read the note. Then fill in answers on their own. Check the answers. 通過這種指導性的寫作練習，使學生們能書面使用目標語言“向別人提出請求”和“向別人表達歉意”，并提高學生綜合運用語言的能力。 Step 7 Pairwork and Groupwork (7minutes) 1. 3b. First look at the sample dialogue. Let two students read it to the class. Then make conversations using would you, could you, and have to like this one with their partners. Ask several different pairs of students to say their conversations to the class. 2. Fill in the blanks and make conversations: (sleeping in the bedroom, could you, turn down the TV, would you mind) 3. Choose a topic, and then discuss the things their need to do. Topic 1 School Open Day E.g.: A: Could you make some posters? B: Sure, that’s no problem. Topic 2 I want a healthy father! E.g.: Please …/ Could you please… You have to stop smoking. 1. Read the sample dialogue. Then make conversations using “would you, could you, and have to” like this one with their partners. Say their conversations to the class. 2. Fill in the blanks and make conversations: (sleeping in the bedroom, could you, turn down the TV, would you mind) A: __________ babysitting your little cousin? B: OK, I’ll do it at once. Do I have to __________? A: Yes, she is __________. B: OK, when I finish, _________ let me watch TV? A: Of course. 3. Choose a topic, and then discuss the things their need to do. Topic 1 School Open Day Topic 2 I want a healthy father! 通過幾個活動綜合練習“would you, could you, have to”,提高綜合運用語言的交際能力。 Step 8 Summary and homework (2minutes) This class we’ve done a lot of listening, speaking and writing practice using the target language. Group A: 1. Make your own conversations. 2.Write a polite letter complaining about the activities to your neighbor or deskmate. Group B: 1. Read the listening conversations on P91 and P92. 2. Make your own conversations. Try their best to finish the homework well. 通過練習和作業(yè)，又把知識運用落實到學生的日常生活當中，達到學以致用的目的。 七、板書設計 Unit 7 Would you mind turning down the music? barber terrible haircut store clerk wrong size be late movie waitress work A: This shirt is too big. Would you mind giving me a smaller one? B: Not at all. Here you are. wash the dishes feed the dog cook dinner go to the library do one’s homework A: Could you make some posters ? B: Sure, that’s no problem. 教學內(nèi)容 Unit7 Section B 3a——Self check 2 課時 Period3 教學對象 八年級學生 設計者 一、教材內(nèi)容分析 本節(jié)課是八年級下第七單元第三課時, 前兩課時學生已經(jīng)對話題語言重點進行了聽說讀寫的基礎練習，學生基本能夠理解并口頭運用了所學的話題語言，為本節(jié)課的讀寫活動打下了基礎。本節(jié)課的目標是：讓學生進一步通過讀寫訓練，培養(yǎng)學生綜合運用話題語言的能力。重難點是：能讀會寫，正確運用目標語言。具體訓練任務如下：3a和3b是閱讀和寫作的訓練，通過完成3a、3b的任務，加深學生對“提出請求，表達歉意”的理解和運用。P56第四部分的groupwork，學生間相互對話，填表，并以書面形式向全班同學匯報，這個任務是在前面幾個任務的基礎上，與學生的個人經(jīng)歷結合，培養(yǎng)學生創(chuàng)造性地使用目標語言，表達和描述自己內(nèi)心的感受。Self Check讓學生通過活動對自己遣詞造句能力及語言綜合能力進行了自我評價, 培養(yǎng)學生綜合運用語言和做事的能力。但第2部分教師可先組織學生看圖討論，然后再完成任務。 二、教學目標（知識與能力，情感態(tài)度） （一）知識目標： 1. Review some words and phrases learnt in this unit and learn new words and phrases: Line， wait in line，annoy，annoyed，polite，perhaps，door，cut in line，hasn’t=has not 2. Do reading and writing practice. 3. Key structures:I get annoyed when…When this happens, I would/may say… （二）能力目標：1. Train students’ abilities of comprehension, reading and writing. （三）情感態(tài)度：