湘教版-英语-八上-Topic2 Would you mind teaching me-教案

Section B
The main activities are 1a, 2 and 3.重点活动是1a, 2和3。

Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
careless, chance, fight, do one’s best, nothing, angry, serve, turn down, dirty, minute, in a minute, ready, at once, another.
2. 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.
3. Learn to express complaints and apologies:
(1)Blame others:
1)You are always so careless!
2)Shame on you!
(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
录音机/图片/磁带
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步复习(时间:5分钟)
1. 方案一
(让学生编对话请求别人做某事，复习Would you mind (not) doing sth?)
T: Practice and act out the conversations about asking others to do sth. in pairs. You should use the sentence patterns like “Would you mind (not) doing sth.?”, “Could / Would you please do sth.?” etc. Pay attention to how to answer these questions.
S1: Would you mind not making so much noise?
S2: I’m sorry about that. I won’t do it again.
S3: Would you please move your bike?
S4: OK.
S5: …
2. 方案二
(做一个游戏，练习Would you mind not doing…?的表达。

)
T: Boys and girls. Let’s play a game to practice how to make requests. First, let’s divide our class into two teams. Then team 1 makes statements with target language, team 2 expresses the same meaning with opposite language. For example, team 1: “Would you mind coming to class early?” team 2: “Would you mind not coming to class late?” then team 2: “Would you mind not talking loudly?” team 1: “Would you mind talking softly?” Clear?
(如果学生在接受教师指令时有困难，教师可在恰当的时候使用汉语进行表述。

)
For example:
S6: Would you mind moving your bike?
S7: Would you mind not putting your bike here?
S8:Would you mind cleaning your room?
S9:Would you mind not making your room so dirty?
S10:…
(可以让学生在练习时，适当地加入回答。

)
Step 2 Presentation 第二步呈现(时间:15分钟) 1. (利用图片导入新单词)
T: Look at Picture 1. What happened?
Ss: He broke his bottle.
T: Yes. He isn’t careful. He is so careless.
not careful=careless
T: Look at Picture 2. What are they doing?
Ss: They are playing soccer.
T: Yes. Did the boy kick the ball in?
Ss: Yes, he did.
T: Well done! We can also say he got a goal.
got a goal
T: If he didn’t get the goal, he would miss a good chance.
)
chance
Ss: Yes, we think so.
T: Look at Picture 3. What are they doing?
Ss: They are fighting. (引导学生给出答案。

)
T: Yes, they are fighting.
)
fight
’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. (板书解释)
T: S1, did you fight with your friends?
S1: 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，用此机会让其和解。

)
S1: I’m sorry.
S2: It’s nothing.(老师帮其回答。

)
T: Good, please shake hands.(让其握手。

)
T: OK, look at Picture 4. 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。

)
2. (听1a录音，回答问题。

)
T: Listen to 1a. Answer the following questions:
(1) Did Michael miss a good chance?
(2) Did Kangkang say sorry to Michael?
(可让学生与录音机齐读或人机对话。

)
Step 3 Consolidation 第三步巩固(时间:8分钟)
1. (让学生根据1a，完成1b。

)
T: OK. Please read 1a again and fill in the blanks with the words in the box in 1b.
的过程中，板书。

)
S3: …
(如果学生能力较强，也可以让他们以Kangkang或者Michael的角度来讲故事。

)
Step 4 Practice 第四步练习(时间:10分钟)
1. (通过复习Would you mind doing sth.?学习生词。

)
(教师把录音机调到最大音量，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?(老师边说边演示，并让S1把录音机音量调小。

) S1: OK.(去调音量。

)
T: Well done! It’s quiet now. But can you hear clearly?(老师做动作表示没有听清楚。

) Ss: No, we can’t.
T: (教师把录音机声音调适中。

)Can you hear clearly now?
Ss: Yes, we can hear clearly.
(板书)
turn down
clearly
T: (老师指着教室内地板上脏的地方问) Is it clean here?
Ss: No, it isn’t.
T: Yes, it’s too dirty. S2, would you mind cleaning it right away? (让学生立即扫干净，同时解释。

) “right away” means “at once”.
(板书并解释)
dirty
right away=at once
(展示一幅在饭店里，一名服务员正在上菜的图片。

)
T: What’s the boy doing? He is serving the food.
(板书并解释)
serve
(教师可用书本当盘子演示上菜的动作。

)
T: Would you mind severing the food quickly?
Ss: It will be ready soon.(引导学生回答。

)
(板书并解释)
ready
(给学生1-2分钟熟读生词和短语。

)
2. (打开第12页的2完成2。

)
T: Open your books, turn to page 12. Complete the short conversations with the phrases in the box, then practice in pairs.
For example:
S1: You kept me waiting so long. Would you mind serving the food quickly?
S2: Sorry. It’ll be ready soon.
(请4组同学到台前表演。

)
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?
S: …
(可以让学生自由说他们认为可以回答Sorry的话，然后老师给予总结，补充。

)
T: OK. Now look at 3 Work alone. Please match each apology with the best response.
(核对答案。

)
Step 5 Project 第五步综合探究活动(时间:7分钟)
1. (让学生设计一个情景或短剧，要求剧中要出现有关问题、抱怨、道歉和应答的语句。

) T: Discuss in groups. Please make a short play about problems, complaints, apologies and responses. You should use the expressions we have learned in these two days.
For example:
One student made the other student wait for a long time, or lost other’s books and so on.
(教师应查看各组，必要时给予帮助。

)
(每组选派学生到前面表演短剧。

)
2. (让学生写一些有关警示人们在公共场所应遵守公共道德的标语。

)
T: Now, Please write some sentences in order to tell people not to break the rules of the public. For example:
Would you mind keeping your voice down?
No smoking!
(此环节学生可能会感觉不会用英语流利地表达自己想说的话，此时可借助于词典。

如时间不允许，可留为作业。

)。