英语八年级下册教案：Unit 7 Would you mind turning down the music

Unit7 Would you mind turning down the music?
Period One
Ⅰ. Teaching contents: Section A: 1a-2c
Ⅱ. Teaching aims and demands
Learn how to make requests and apologize
Ⅲ. Teaching key and difficult points.
1. Vocabulary : mind yard dish not at all turn down right away cut in line
2.Target sentences:
Would you mind cleaning your room? I’m sorry. I’ll do it right away.
Would you mind not playing baseball here? Sorry, we’ll go and play in the yard.
Would you mind moving your car? No, not at all.
Ⅳ. Teaching methods: To train students’ listening skill
Ⅴ. Teaching aids
a tape recorder; computer
Ⅵ. Teaching Procedures
Step 1 Warming-up
Greet with the Ss
Step 2 Presentation and practice
1. T: It’s a bit hot in the classroom and I want to ask someone to open the window,
what can I say?
Ss: Can/could you please open the window?
Would you please open the window?
Would you like to open the window?
Why don’t you open the window?
Why not open the window？
T: I can also say:
Would you mind opening the window?
Then present other requests:
Would you mind turning off the lights?
Would you mind cleaning the blackboard?
2. Present some pictures, teach the Ss to make requests and give different answers: —Would you mind doing the dishes/cleaning the floor/taking out the trash/turning down the music?
—Would you mind not sleeping late/not smoking/not wearing old jeans?
The responses:
No, not at all.
OK, I’ll do it right away.
Sorry. I’ll do it in a minute.
I’m sorry. I won’t do it again.
3. Give the Ss eight pictures and let them practice in pairs.
4. Summarize how to make requests and answers.
Step 3 Listening
1. Work on Section A 1a.
2. Listen and number the requests in the order.
3. Listen and repeat.
Step 4 Listening and practicing.
Work on 2a, listen and number the pictures in the order.
Work on 2b, listen and match the requests in activity 2a with the response in 2b Make conversations in pairs.
Step 5 Activity 1
Making some requests politely
Give the Ss five kinds of troubles:
Trouble 1: Some studen ts don’t listen to the teacher carefully.
Trouble 2: Some students don’t finish their homework on time.
Trouble 3: Some students copy others’ homework.
Trouble 4: Some students play football in the classroom.
Troule5: Some students play computer games too late.
Let the Ss make requests and responses.
Step 6 Activity2
Groupwork: There’ll be a parents’ meeting tonight Four students work in a group. One is the monitor. He/S he asks the others to do something, using “Would yo u mind…?”
Homework:
To make conversations with your partners according to the pictures in Activity
2a.Then revise Grammar Focus.
Period Two
Ⅰ. Teaching contents: Section A: 3a, 3b, 4
Ⅱ. Teaching aims and demands
Continue to learn the ways to make polite requests and apologizes.
Ⅲ. Teaching key and difficult points.
1. Vocabulary : task, poster
2.Target sentences:
Would you mind doing something?
Could you please…?
I’m sorry. I’ll do it right away. / No, not at all….
Ⅳ. Teaching aids：a tape recorder; a projector; Pictures
Ⅴ. Teaching Procedures
Step1. Revision
1. T: Are you happy today?
I’m not very happy today. Because I have so many things to do these days. I’m very tired. Would you mind helping me? / cleaning the yard / cleaning the blackboard / keeping quiet / buying a cake for me…
Could you please (not)…?
2. Let the Ss ask and answer in pairs according to the pictures.
Would you mind…? / Could you please…?
Would you mind not…? / Could you please not…?
1). If you are in the library, some people are doing some annoying things in it. What
should you do?
Work in groups and discuss the best ways to solve the problems.
2). Act it out
—Would you mind…? / Could you please… / Would you mind not….?
—No, not at all. / OK, I’ll do it right away. / Sorry. I’ll do it in a minute.
I’m sorry. I won’t do it again.
Step2: Presentation
1. T: As a student, we should learn to be polite both at school and at home. Are you a good child at home? Do you like helping your parents at home? My friend Larry is also a good boy at home. But on Sunday morning, what did he do? He slept late. His mother wanted him to help her. She left a note for him. First, let’s see what his mother wanted him to do? She wanted him to wash the dishes / feed the dog / cook dinner / go to the library / do his homework.
2. Now let’s complete the note. (3a)
Step 3. Practice
Everyone should help each other. Now please make dialogues according to the
orders, using “would you”, “could you”, “have to”.
Step4. Group work
The school open day is coming. Suppose you are the monitor of the class, what should you help your teacher?
Work in groups and arrange the work for your classmates.
A: Yan Ming, could you make some posters?
B: Sure, no problem. And could you…
Step5. Homework
1.Copy the new words.
2.Write the dialogue of the arrangement in the exercise books.
Period Three
Ⅰ. Teaching contents: Section B 1a—2c
Ⅱ. Teaching aims and demands
Help students learn how to make requests and apologize
Ⅲ. Teaching key and difficult points.
1. Vocabulary : waitress, clothing, brought, solution, annoying, store clerk
2.Target sentences:
—This shirt is too big. Would you mind giving me a small one!
—Not at all. Here you are.
Ⅳ. Teaching aids
a tape recorder; a projector
Ⅴ. Teaching Procedures
Step1. Warming up
1. Enjoy an English song or a tongue twister about happiness.
2. Free talk
T: How are you?/Are you happy today?/Why are you unhappy?
Help Ss to say something about the unhappy things
Step2. Lead in (presentation)
1. Teach “annoy” and “annoying”
T: These unhappy things annoy you. So you get annoyed. They are called annoying things.
People usually complain about the annoying things. Read 1a.
2.Give pictures to show the new words
Step 3 Drill
T: Shows some pictures and asks: What annoys him/ her /them? As a modal.
Then drill the dialogue in pairs.
Step 4 Group work (practice)
T: Everybody has annoying things. And annoying things are everywhere. Make a list of other things you have complained about. Then rank the items from the most to the least annoying with a chart and one questions: What annoys you at/in ……?
you want to be unhappy everyday (No). What should we do? ( We should solve the problems )
( Find the solutions and try to be happy) Listen to 2a 2b, then fill in the blanks in the chart. Step 6 Task : To solve the problems
T: What do you do when you have these problems? What will you say when you get annoyed? Ask them to oral play like this:
A: This shirt is too big. Would you mind giving me a smaller one? B: Not at all. Here you are. Step 7 T or F
Give Ss some statements. Ask them to charge. What is time and what is false Homework: (1) Oral play
Make requests and apologize aural work: (2) Imitate the tape
(3) A short passage: What annoys you? Blackboard design
Period Four
Ⅰ. Teaching contents: Section B: 3a -4
Ⅱ
. Teaching aims and demands
Improve the abilities of reading an article
Ⅲ. Teaching key and difficult points.
1. Vocabulary : annoying things, wait in line, get annoyed/ mad, try to do return, door, perhaps, be polite
2.Target sentences: I get annoyed when someone stands in the subway door.
Ⅳ. Teaching methods
Reading and speaking methods.
Ⅴ. Teaching aids
a tape recorder; a projector
Ⅵ. Teaching Procedures
Step1. Warming up
Enjoy a song
Step2. Oral play
Oral play the requests and apologize
Step3. Pre – reading
T asks: What annoys him/her? What does she/he do when he / She has this problem?
A wording to the oral play the Ss made.
Then ask: What will you do when you have this problem?
Why?
Then let them do 3b
Step 4 while – reading 3a
Talk about the pictures first. Ask the student to tell what they see. Write down any words or phrases that are new to them on the blackboard and teach them to pronounce them.
Ask them to read the article on their own and circle what people do when annoying things happen.
Check the answers.
Get the students to ask and answer questions on the article.
Explain some words and expressions which are difficult for the students to understand.
Step 5 after – reading
1) Debate: Do you think bed to do like the man? Why?
2) Group work 4
Find the best solution to the problem
T: Find out some of the things that annoy your classmates and fill in the chart then repent what the most common
Problem is and what different students do about it?
Report:
The most common problem is …When this happens, …will …
Homework:
Write a passage: I can’t stand it!
Blackboard design
Period Five
Ⅰ. Teaching contents
Selfcheck
Ⅱ. Teaching aims and demands
1. Revise the sentence patterns:
Would you mind doing …?
2. Enable the Ss to read and understand the material in self check.
3. Enable the Ss to write a short passage of complaint.
Important & difficult points:
How to improve the abilities of reading long passage
Ⅲ. Teaching Procedures
Step Ⅰ
Greet the class as usual and check the homework.
Step ⅡSelf check 1
These two activities focus on vocabulary introduced in the unit. Say, First check the words and phrases you know. Then write five new words or phrases in your V ocal-builder.
Get students to make their own sentences with the words, preferably sentences that are meaningful.
Write a number of students’ answers for each word on the board. Underline any mistake and ask students to suggest how to correct the mistake.
Answers
1.I’m trying to sleep. Could you turn down the music, please?
2.I’m going to be a bit late. Could you ask the bus driver to wait for five minutes?
3.Would you mind closing the door? It’s cold outside.
4.I don’t know the way to the sports club. Can I follow you?
5.Sorry,I ordered my food half an hour ago and it hasn’t arrived yet.
Show the sample answers above on the screen. Ask students to read them and make sure students understand the underlined words.
Step Ⅲ2
This activity focuses on the grammatical structures and key vocabulary introduced in this unit.
Go through the instructions with the students. Look at the picture. Ask students to talk about the picture.
In this picture, there are three people. Father is playing the guitar. The music is very noisy. Mother is telephoning somebody. Her voice is very loud. Their son is playing football on the floor.
Now ask students to write the letter on their own. As they work, walk around the room checking the progress and offering help as needed.
Ask a few students to share their letters.
Check the answers. Answers will vary.
A sample letter
Dear Mr. and Mrs. Harris,
Welcome to our neighborhood. Would you mind not telephoning so loudly at noon? Would you mind turning down the music? Playing the guitar is very good. But
please pay attention to the time when you play it. Would you mind not playing football on the floor? Thank you very much.
Yours sincerely,
Tom
Step ⅣJust for Fun!
This activity provides reading practice with the target language.
Get two students to read the dialogue in the picture to the class.
A : Would you mind not walking on my foot?
B: What’s the problem? You walk on it every day.
Ask students to tell in English other silly jokes like this that they have heard in their first language.
Step ⅤSummary
This class we’ve reviewed words and phrases in the unit. And we’ve done a writing exercise using the target language. Some exercises of the workbook can strengthen the target language presented in the unit.
Step ⅥHomework
Next class we’ll learn the reading passage. There are many new words and expressions. I hope you can read the new words and learn them by heart. Next class I’ll ask you to read the new words first.
Period Six
Ⅰ. Teaching contents
Reading: Would you mind keeping your voice down?
Ⅱ. Teaching aims and demands
To train students’ reading comprehension.
Ⅲ. Teaching key and difficult points.
1. Vocabulary :
2. Section 1. Section 2. Section
3. Section
4.
Ⅳ. Teaching methods
Ⅴ. Teaching aids
a tape recorder; a projector
Ⅵ. Teaching Procedures
Step Ⅰ
Greet the class as usual and check the homework. Ask students to read the new words one by one. Correct any mistakes. Then read the new words and ask students to repeat. Make sure students know the meanings.
Step ⅡSection 1 Before You Read Pairwork
First ask students Do you know the word “etiquette”?Then say If you don’t know, please look up the word in your dictionary.
Let students look at the picture below. Ask How many rules of etiquette can you see being broken?
Ask students to make a list with their partners.
Step ⅢSection 2 While You Read
Reading strategy
Look at the title and the picture, and predict what the text is about.
This helps you get ready to acquire new information.
Play the tape for students and ask students to read the text.
Step ⅣSection 3 After You Rea
3a
Ask students to go through the reading again. Show the summaries on the
Check the answers.
Answers
Paragraph 1 d
Paragraph 2 b
Paragraph 3 a
Paragraph 4 c
3b
Ask students to think of polite suggestions they could make to each person who is breaking a rule of etiquette according to the picture.
Role play with a partner.
Ask some students to say their suggestions.
3c
Scan the reading quickly again and find examples of behavior from it.Ask students Are these things always wrong, or does it depend on situation or culture?
Then let students put them in the correct column.
Check the answers.
Step Ⅴ
Section 4 Go for it!
First ask students Have you seen someone breaking a rule of etiquette?
Then ask them to write a letter of complaint to the local newspaper according to what they have seen.
Ask students to check their writing with their partners.
Step ⅥSummary
This class we’ve practiced some reading, speaking and writing. We’ve also learned something about the word “etiquette”.
Step ⅦHomework
Try to find out some rules of etiquette that are different in foreign countries.
Preview the new words in Unit 8.Next time we’ll learn Unit 8.。