仁爱版八年级上册Unit 1 Topic 2 SectionB教案教学反思教学设计

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仁爱版八年级上Topic 2  Would you mind teaching me?Section B教学设计

The main activities are1aand 2. 重点活动是1a和2。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:
careless, chance, shout at, either, fight, be angry with, do one’s best, nothing, keep doing sth., serve, turn down, dirty, minute, in a minute, ready, another, take a seat
2. Learn some useful sentences:
(1)What do you mean by saying that?
(2)Kangkang, don’t be angry withMichael.
(3)Keep trying!
(4)We’re sure to win next time.
3. Learn the usage of will for intentions:
(1)I’ll do it in a minute.
(2)It’ll be ready soon.
(3)I’ll do it at once.
4. Learn to express complaints and apologies:
(1)Blame others:
①You are always so careless!
②You shouldn’t shout at me.
(2)Apologies and responses:
①—I am very sorry for what I said.
—It’s nothing.
②—I’m sorry I’m late for class.
—That’s OK. Please take a seat.

Ⅱ. Teaching aids 教具

卡片/图片/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1  Review 第一步  复习(时间:12分钟)

通过复习Do/Would you mind (not) doing sth.?及应答，导入本课部分生词。
1. (方案一：让学生看卡片，编对话，复习Do/Would you mind (not) doing sth.?句式及其答语。)
T:  You should use the sentences “Do/Would you mind (not) doing sth.?” “Could/Would you please do sth.?” to ask and answer.
S1:      Would you mind not making so much noise?
S2:      I’m sorry about that. I won’t do it again.
S3:Would you mind moving your bike?
S4:      Sorry. I’ll put it somewhere else.
…
(方案二：做一个游戏，复习表示请求或建议的句式。)
T: Boys and girls, let’s play a game to practice the sentences “Would you mind(not) doing sth.?” First, let’s divide our class into two teams. Team 1 makes statements, Team 2 expresses the same meaning with the opposite pattern.
Example:
Team 1: Would you mind coming to class early?
Team 2: Would you mind not coming to class late?
Team 1: Would you mind not talking loudly?
Team 2: Would you mind talking quietly?
(如果学生在接受教师指令时有困难，教师可在适当的时候使用汉语进行表述。)
Team 1: Would you mind moving your bike?
Team 2: Would you mind not putting your bike here?
Team 1: Would you mind cleaning your room?
Team 2: Would you mind not making your room so dirty?
(可以让学生在练习时，适当地加入回答。)
  T: Well done!
2. (利用图片导入新单词。)

②

③

①

T:  We know S5 is a good student in our class. She is careful. But yesterday she was not careful.       She made a few mistakes in her test paper. So we say she was a little careless yesterday.
(板书并教学生词，要求学生掌握。)

not careful=careless

(展示第一幅图片，并指着踢球的男生问学生。)
T:   Look at Picture 1. They are playing soccer. Did the boy get a goal?
Ss: No, he didn’t.
T:   What a pity! He missed a good chance.
(板书并教学生词，要求学生掌握chance；理解goal。)

chance, goal

T:   We have a lot of chances in our lives. We should seize them. Do you think so?
Ss: Yes, we think so.
(展示第二幅图。)
T:   Look at Picture 2. What are they doing?
Ss: They are fighting. (引导学生给出答案。)
T:   Yes, they are fighting.
(板书并教学生词，要求学生掌握。)

fight

T:   Do you think it’s good or bad to fight with others?
Ss: It’s bad.
T:   Right. Don’t fight with others. If you do that, please say sorry to him/her. S6, did you fight with your friends?
S6: No. / Yes.
(若回答Yes。)
T:  Who did you fight with? Would you mind saying sorry to him?(假设把与之闹矛盾的同学叫过来，借此机会让其和解。)
S6: I’m sorry.
S7: It’s nothing.(教师帮其回答。)
T:  S6, S7, keep trying. You are best friends.
(板书，并要求掌握。)

nothing keep doing sth.

T:  Good, please shake hands.(让其握手。)
(教师展示第三幅图片。)
T:  OK, look at Picture 3. What’s wrong with the boy?
Ss: He is angry. (帮助学生回答，同时做发怒、生气的表情。)
T: Why is he angry? Who is he angry with?
Ss: I/We don’t know.
T: Sorry. I don’t know, either.
(板书，教学生词和词组，并要求掌握。)

be angry with, either

(用同样方法呈现词组并板书。)

shout at do one’s best

Step 2  Presentation 第二步  呈现(时间:6分钟)

通过1a的一张图片，呈现抱怨及回答，完成1a。
1. (出示1a中第一幅图片，猜想发生了什么，引起学生好奇心。听1a录音，回答问题。)
T: Look at the picture, what happened to them? Listen to1a. Answer the following questions:

(1) Why wasKangkang angry withMichael? (2) Did Kangkang say sorry to Michael?

2. (让学生再听1a录音，画出对话中表示抱怨与应答的句子，跟读并模仿语音语调。)
T: Listen to1aagain and repeat, paying attention to the intonation and pronunciation. Underline the sentences expressing complaints and apologies.
3. (让学生分角色朗读。)

Step 3  Consolidation 第三步  巩固(时间:6分钟)

巩固1a所学句型和短语，培养学生运用语言的能力。
1. (让学生根据1a，完成1b。)
T:  OK. Please read1aagain and fill in the blanks in 1b according to1a.
(核对答案。)
2. (师生一起列出1b中的关键词语，让学生根据关键词讲述1a的故事。)

good friends, had a soccer game, lost the game, was angry with, with the help of, said sorry to, do better, win next time

T: According to these key words, retell the story in1a.
Ss:      …
(如果学生能力较强，也可以让他们以Kangkang或者Michael的身份来讲故事。)
S1:      Michael is my good friend. Yesterday we had a soccer game …

Step 4  Practice 第四步  练习(时间:13分钟)

集中练习道歉及应答语的表达形式，完成2和3。
1. (通过复习Would you mind (not) doing sth.?学习生词。)
(教师把录音机调到很大音量，指着录音机问。)
T:        Boys and girls, do you think the recorder speaks too loudly?
Ss:      Yes, it’s so loud.
T:        S1, would you mind turning it down?(教师边说边演示，让S1把音量调得很小。)
S1:       OK.(去调音量。)
T:        Well done! It’s quiet now. But can you hear clearly?(教师做动作表示没有听清楚。)
Ss:      No, we can’t.
T:        (教师把录音机音量调适中。) Can you hear clearly now?
Ss:      Yes, we can hear clearly.
T:       Good! If you can’t hear clearly, you can turn it up again.
(板书，要求学生掌握turn down；理解clearly。)

turn down, clearly

T:        (教师指着教室内地板上的污渍问。) Is it clean here?
Ss:      No, it isn’t.
T:        Yes, it’s too dirty. S2, would you mind cleaning it after class?
S2: Not at all.
(板书，教学生词并要求学生掌握。)

dirty

(展示一名服务员正在上菜的图片。)
T:        Now, look at the picture. What’s the boy doing?
S3:       He is serving the food.(帮助学生回答。)
(板书，教学生词并要求学生掌握。)

serve

T:        What is the waiter serving? Can you guess?
S3:       I think he is serving somehamburgers and a cup of water.
(教师演示喝水的动作。)
T:        What else would the man like?
S4:       He would like another cup of water.(帮助学生回答。)
(板书，教学生词并要求学生掌握。)

another

T:        Would you mind serving the water quickly?
S4:       I’ll do it in a minute. It’ll be ready.(帮助学生回答。)
(板书并要求学生掌握。)

minute in a minute ready

(用同样方法教学词组并要求学生掌握。)

take a seat

(给学生3~4分钟熟读理解，并尝试运用上述生词和短语。)
2. (让学生用2方框里的短语，完成小对话，然后两人一组练习对话，完成2。)
T: Please turn to Page 12. Complete the conversations with the phrases in the box in 2, then practice them in pairs.
Example:
T: It’s quite cold. Would you mind not opening the window?
S5: I’m really sorry. I’ll close it.
(请几组同学表演。)
3. (自主学习，把3中的道歉语与应答语连线，使内容匹配。)
T:   If we do something wrong, what should we say? How to express our apologies?
Ss:  We can say “I’m sorry.”
T:   Right. And their responses?
Ss:  …
(让学生自由讨论哪些话可以用来回答“Sorry”，然后老师给予总结。)
T: OK. Now look at 3. Please match each apology with the best response, and then practice with your partner.
(核对答案后，要求学生表演对话。对表演优秀者，教师给予表扬。)

Step 5  Project 第五步  综合探究活动(时间:8分钟)

通过表演，让学生掌握在交际中运用抱怨和道歉的表达形式。
1. (让学生设计一个情景短剧，剧中要出现有关抱怨、道歉和应答的语句。)
T: Discuss in groups. Please make a short play about complaints, apologies and responses. You should use the expressions we have learned.
Example:
One student made the other student wait for a long time, or broke others’ books and so on.
(教师应查看各组排练情况，必要时给予帮助。)
(每组选派学生到前面表演短剧。)
2. Homework:
让学生运用下面句型及短语来造句。
Would you mind (not) doing …?
keep doing sth.
do one’s best
make one’s bed
right away
Example:
Would you mind doing me a favor?
板书设计:

Would you mind teaching me? Section B not careful=careless              You are always so careless! shout at                               You shouldn’t shout at me. fight with sb.               —I am very sorry for what I said. say sorry to sb.                    —It’s nothing. be angry with                       —I’m sorry I’m late for class. do one’s best                        —That’s OK. Please take a seat. keep doing sth. turn down take a seat