人教新目标八下教学设计Unit 7 Would you mind turning down the

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Unit 7 Would you mind turning down the music？
I． 教学目标
1．能使用目标语言礼貌的提出要求。
2. 能使用目标语言表示歉意
3. 能写一张留言条。
4..了解其它国家相关的文化背景。
5. 能比较熟练的使用目标语言写一封complaint letter
可供教师参考的任务型活动
Sample 1: Show us
这是一个4-6人小组活动。通过这个活动，使学生们进一步了解和感受目标语言的情景。
把学生分成4-6人的小组。分别准备一个他们在日常生活中遇到的令人气愤的情景。
操作建议
1. 组织学生们一起考虑描述这些情景所需要的语言。 如一组学生扮演吸烟的情景，教师
可以提供一个范例：Would you mind not smoking? Not at all. I’ll stop right now.
2. 学生们开始在课堂上展示他们设计的情景教师引导其它学生用目标语言来描述这些情景。
3. 引导学生归纳目标语言。
完成任务所需要的语言结构
Would you mind not smoking?
Not at all. I’ll stop right now.
Would you mind turning down the music?
OK. I’ll do it right away.
Sample 2: Opposites
这是一个全班同学参与的游戏。在完成游戏的过程中，学生们进一步熟练使用目标语言。
操作建议
1． 把全班同学分成两个大组（Team A &Team B）。
2． 教师与两个组的四位同学做一个示范：
Teacher: Well, we are going to present an example. Make sure that you know how to do it.
Student A1: Would you mind coming to class early?
Student B1: Would you mind not coming to class late?
Student B 2: Would you mind talking softly?
Student A 2: Would you mind not talking loudly?
(When a student from Team A makes a statement, a student from Team B says a sentence that means almost the same thing, but uses opposite language. A team gets a point each time a
team member says a correct opposite sentence.)
3. 确认全班同学都明确游戏规则后，开始活动。教师可以自身做记分员， 也可请一位同学承当。
4．宣布竞赛的结果。
完成任务所需要的语言结构
Would you mind not smoking here?
Would you mind turning down the music?
Sample 3: Finish the note on Page 54
这是一个两人小组活动。通过两个人的合作，完成这张留言条。目的在于通过这种指导性
的写作练习，学生们能书面使用目标语言礼貌的提出要求。
操作建议
1． 请一位同学读指示语。确认每位同学都已清楚任务要求。
2． 把下面三个结构写在黑板上：Would you mind……? Could you……? have to…..
3． 简单说明这几种结构都可以用来提出要求与请求。
4． 指导学生一起来观察五幅图中描述的情景。
5． 小组活动开始。
6． 请同学读本组的作品。教师和其他同学可一起点评。
完成任务所需要的语言结构
feed the dog
cooking dinner
go to the library/ return the book to the library
do your homework
Sample 4: Write a polite letter complaining about three things to your new neighbour
这是在self check中的一个活动。这个任务基本上把本单元的目标语言都包括在内。培养学
生综合运用语言做事的能力。
操作建议
1. 请一个学生读指示语。
2. 组织同学观察图片并讨论图片中让人气恼的事情。
3. 学生们开始自身的写作。
4. 邀请一些同学宣读自身的作品。
5. 师生点评。
完成任务所需要的语言结构
本单元的目标语言
Sample 5: Write a portfolio page with the title I can stand it!
这个写作任务是在前面几个任务的基础上，与学生的个人经历结合。培养学生发明性地使
用目标语言，表达和描述自身内心的感受。
操作建议
1． 安排任务。
2． 学生在课下创作。
3． 课上开展四人小组活动，互相交流作品。
4． 各组推荐一份作品与全班共享。
5． 师生点评。
完成任务所需要的语言结构
本单元的目标语言
III. 注释
Culture notes:
1. Pronunciation note
The way you say the words when making a request or apologizing makes a big difference. If you say, Would you MIND not sitting there? (Saying the word mind very loudly )the request does not sound polite. It sounds angry. IN the same way, if you say, I’m SORRY. I’ll do it right away( saying the word sorry very loudly), the apology does not sound real. It sounds like you are not sorry at all.
2. Do you have a collection? Many people begin collecting something when they are young and keep it up for their entire lives. Stamps are a common thing to collect and a good collection of stamps can be both educational an valuable. But people who keep things because they think they will some day be valuable are often disappointed. Almost anything is fun to collect because a collection shows variations on an idea. Most collectors are interested in the differences between their objects. A collector of chopsticks in Shanghai now has his own museum. Other people collect more unusual things . For example, Prince Charles of England collects old toilets.
3. People in some cultures feel it is impolite to complain openly about a problem. Instead, these people try to solve the problem quietly for themselves, or they speak softly and politely to the other person. People in some other cultures feel it is normal to complain when there is a problem and they try to solve it quickly and directly. Ask students which type of culture they think theirs is. If their culture uses the quieter approach, contrast this with the direct approach that is common in the United States. What are the advantages of each approach?
(史小昌等 海淀区教师进修学校)