unit7 sectionA 1a-1c 的教案

Teaching plan
Unit 7 Would you mind turning down the music?
I. Background information
(1) Lesson type: listening and speaking
(2)Teaching duration: 1 period (45 minutes)
(3)Students: junior school students for Grade 8
(4)Teaching material: Junior English published by PEP (Go
for it!), the book for Grade8, Unit 7 Would you mind
turning down the music? Section A (1a-1c).
II. Analysis of teaching material
(1)Teaching material: this unit is in the middle of the
textbook, focusing on the cultivation of student’s
communicative ability. The topic is how to make requests
politely. It is related to our daily life and it will be helpful
to stimulate the interest of students and improve their
spoken English.
III. Analysis of teaching aims
(1)Knowledge objectives
Student will be able to master some new words, such as,
mind, not at all, turn down, right away, etc. At the same
time, they will be able to use the sentence pattern of
“would you mind doing something?” and know the answer of it.
(2)Ability objectives
Students will be able to develop their listening and
speaking skills by exercising the sentence structures
“would you mind doing something?”
(3)Emotion objectives
Students will be able to work with others and ask for
requests politely.
IV. Analysis of significant points and difficult points
(1)Significant points:
How to master the new words, expressions and the
sentence pattern of “would you mind doing something?”
To improve the student’s listening and speaking skills. (2)Difficult points:
How to make a dialogue by using the sentence pattern of
“would you mind doing something?” and act them out.
How to communicate with others by using the above
sentence pattern.
V. Analysis of students
Junior students in Grade 8 have been learning English for
many years since primary school, so they can speak some
oral English very well. If they are properly inspired by the teachers they will show great interest in learning English.
Moreover, the teacher will provide opportunities for
students to show themselves.
VI. Teaching methods
(1)Task-based Language Teaching. For this teaching method,
I will assign some tasks to my students so that everyone
can participate.
(2)Whole Language Teaching. For this teaching method, I
will request that all my students use English in my class.
(3)Communicative Approach. I will interact with my students
a lot in class.
(4)Situational Teaching Method. I will show some pictures to
my students. Each picture presents a situation to guide my students to use the tag question to make a dialogue.
VII. Teaching procedures
(1)Step one: Warming up and Lead-in (5mins)
Teacher’s activity:
I will greet all the students happily by saying “nice to meet
you, boys and girls! Welcome to my class, I’m happy to
teach you English. What about you? OK, let’s start my
lesson.
I will show some pictures to my students, and let them
guess what happened in these pictures. In this part, I will
use communicative approach; that is to say, there will be
many interactions between me and my students.
Student’s activities: answer the question “what about
you” and talk about the situation of the picture I show
them.
Purpose of this design: by using the familiar situations in our life to enable the students to practice oral English and
understand the topic easily.
(2)Step two: Presentation (10mins)
Teacher’s activity:
After hearing the answers of my students, I will present the new topic which we will discuss today. That is: unit 7
would you mind turning the music?
Teach them the new words, expressions and sentence
patterns and ask them to repeat.
Student’s activities:
Answer the question actively that I asked during the
interaction.
Learn to remember the new words, expressions and
sentence patterns.
Purpose of this design:
1.Let them discuss freely, and encourage their creativity.
2.Master the main target language in this period.
(3)Step three: Listening and Speaking (15mins)
Teacher’s activity:
I will show three pictures to give them three situations
where they can practice the sentence structure “Would you mind doing something?” After that, I will ask them to act
out these dialogues. Later, I will do some listening practice of activity 1b.
Student’s activities:
Listen to the tape and finish the exercise of 1b and do some speaking activity.
Purpose of this design: it gives the students opportunities to practice target language in conversations, and also it can train their listening skills.
(4)Step four: Group work (10mins)
Teacher’s activity:
I will use task-based language teaching in this part: I will
give a task to my students-- to make a dialogue with
partners according to the information of pictures.
Student’s activities: make a dialogue with the partner and act them out in class.
Purpose of this design: to develop the student’s ability of communication and to enhance their ability of cooperating with others.
(5)Step five: Summary & Homework ( 5mins)
Teacher’s activity:
Ask the students to recite the new words and important
sentence structures after class.
Ask them to find out the wrong deeds around you and try
to correct them by using sentence structures -- would you
mind doing ….?
Purpose of this design: Students will be able to master
the new words and sentence structure “would you mind
doing something?” And also they will become aware that
they should be polite when asking for requests in daily life. VIII. Blackboard design
IX. Teaching reflection
During this lesson, I used the above five steps: lead-in, presentation, listening and speaking, group work and homework.
I think these steps were carried out well, especially the listening and speaking part. After finishing this part, I think all the students have improved their listening skills, which I appreciate very much. And also by learning this lesson, most students mastered the new words and target sentence structures. They also become aware of politeness when asking for requests in daily life.。