新目標(biāo)初中英語(yǔ)八年級(jí)下冊(cè)Unit 7 Would you mind keeping your voice down

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1、 新目標(biāo)初中英語(yǔ)八年級(jí)下冊(cè)Unit 7 Would you mind keeping your voice down? (Reading Section1-Section3) 　 Good morning, my dear judges. I’m Zhou Xiaowei, from Longquan NO.9 Junior High School. It’s my pleasure to give my lesson presentation here today. My teaching material is the reading part in Unit 7, Book 2

2、Go For It. The title is “Would you mind keeping your voice down?” I will present my lesson plan in the following parts. Part One: Analysis of the teaching material （教材分析） As a fresh teacher, it’s important for me to analyze the teaching material first. In this unit, I will try my best to help my s

3、tudents learn how to make requests and apologize politely. The topic is very interesting and practical in real life. My students have learnt some ways of giving suggestions (You should do sth. What about doing sth? Could you please do sth?). It’s helpful for them to learn this unit. This is the last

4、 part of the unit, the reading strategy in this lesson is to help my students find out the topic sentences. I’ll help my students get some information to enlarge their knowledge and develop their reading skills by doing that. In this article, the writer talks about etiquette in different countries a

5、nd situations. Some impolite manners are listed and the writer also gives some examples of giving polite suggestions. So it is very necessary for my students to learn some etiquette and learn to behave well in their daily life. Part Two: Analysis of my students（學(xué)情分析） My students have learned the

6、sentence pattern “Could you please do sth?”. So it is not very difficult for them to understand the meaning of “Would you mind doing sth?” As civilized students, they have some conceptions of etiquette which is the same between countries. Also they take a great interest in getting to know the differ

7、ences of manners between China and English-speaking countries. But most students in my class are from countryside, their English are of different levels, so in this class, I will use different kinds of activities to arouse their interests of English learning to improve their reading skills and help

8、them to build up their self-confidence. Part Three: Teaching aims（教學(xué)目標(biāo)） According to my understanding of the reading material in this unit and my students, I set the teaching aims as following: 1. Knowledge aims 1) Be able to use the following new words and expressions to make sentences at the

9、end of this class: voice, term, Asian, Europe, impolite, allow, public, cough, break, careful, smoke, drop, litter, pick...up, behave. 2) Be able to use the following sentence patterns to make requests politely and accurately after class. Could you please (not) do sth.…? Would you mind (not) doi

10、ng sth.…? 2. Ability aims 1) Be able to get the general idea of the article by finding topic sentences and get the right summary of each paragraph by using some reading strategies such as skimming and scanning skills. 2) Be able to communicate and cooperate freely with target sentence patters.

11、 3. Moral aims Be able to understand how to respect others and try to behave well in proper places and in proper ways after this lesson . Part Four: Teaching key point and difficult point（教學(xué)重點(diǎn)與難點(diǎn)） According to the teaching aims and demands, I think the key point in this lesson is to develop my st

12、udents’ ability of finding topic sentences. The difficult point is to learn different etiquette in different culture. Part Five: Teaching aids（教學(xué)輔助） I need some small blackboards, chalk and multimedia to help me in this class. Part Six: Teaching methods and learning methods（教學(xué)方法和學(xué)習(xí)方法） Next I

13、am going to talk about the teaching methods and learning methods. As we all know, the main aim of reading teaching is to cultivate students’ abilities of English learning and the abilities of analyzing and solving problems. So I will use Communicative teaching method and “Task-based” teaching method

14、 to develop the students’ problem-solving abilities. In different activities, ask students to take part in class actively and develop their cooperation in pair work, group work and other extending activities. It is real learning by doing. Part Seven: Teaching procedures（教學(xué)流程） Then let’s come to th

15、e most important part: the teaching procedure. It includes three stages. 教　學(xué) 步　驟 時(shí)間 教 師 活 動(dòng) 學(xué) 生 活 動(dòng) 設(shè) 計(jì) 意 圖 （障礙及對(duì)策） Stage 1 Before reading Step 1 Greeting and checking homework 2 分 鐘 1.用課件展示預(yù)習(xí)檢測(cè)答案。 2.全班巡視，觀察，對(duì)于學(xué)生錯(cuò)得較多的短語(yǔ)在課件上用紅色字體顯示出來(lái)。（For example, keep your voice down） 1.

16、學(xué)生以六人小組為單位，檢查核對(duì)學(xué)案上的預(yù)習(xí)作業(yè)，并將答案展示在指定的小黑板上。 2.小組成員間相互朗讀單詞短語(yǔ)并糾正讀音。 (見學(xué)案自主學(xué)習(xí)A) 通過(guò)預(yù)習(xí)檢測(cè)，讓學(xué)生初步熟悉閱讀文章中的重點(diǎn)單詞和短語(yǔ)，為接下來(lái)的學(xué)習(xí)打下基礎(chǔ)。（障礙及對(duì)策：學(xué)生可能會(huì)出現(xiàn)單詞發(fā)音不準(zhǔn)確，因此我在課件上用藍(lán)色字體標(biāo)示出個(gè)別較難單詞的音標(biāo)，并通過(guò)小組合作學(xué)習(xí)降低難度。） Step 2 Warming-up 6 分 鐘 1.用課件展示閱讀文章的圖片，讓學(xué)生仔細(xì)觀察圖片回答問(wèn)題并展示出相應(yīng)答案：①Where are they? ②What are th

17、ey doing? ③If you see someone doing this ，what should you say? 2.一邊展示圖片，一邊將圖片中出現(xiàn)的重點(diǎn)單詞短語(yǔ)板書在黑板的左邊，教讀并講解。 1.學(xué)生仔細(xì)觀察圖片回答①②兩個(gè)問(wèn)題，并學(xué)習(xí)重點(diǎn)單詞和短語(yǔ)：drop litter, speak loudly ,smoke, spit, in public. 通過(guò)圖片的導(dǎo)入，既能培養(yǎng)學(xué)生的觀察能力，又能幫助呈現(xiàn)本節(jié)課的重點(diǎn)單詞和短語(yǔ)。 3.全班巡視，觀察，傾聽，給予必要的幫助。抽四組同學(xué)展示對(duì)話，并對(duì)表現(xiàn)好的小組予以加分。 2.學(xué)生根據(jù)第三個(gè)問(wèn)題③If you see

18、someone doing this ，what should you say?兩人一組編對(duì)話。 通過(guò)運(yùn)用提建議的句型，鍛煉學(xué)生的口頭表達(dá)能力。（障礙及對(duì)策：用課件展示對(duì)話范文并歸納所學(xué)表建議句型以幫助學(xué)生降低難度。） 4.用課件展示選擇題并給出答案。 3.根據(jù)圖片和標(biāo)題猜測(cè)閱讀文章的大致內(nèi)容，完成學(xué)案上的練習(xí)題。 (見學(xué)案自主學(xué)習(xí)B) 通過(guò)圖片和標(biāo)題，培養(yǎng)學(xué)生預(yù)測(cè)文章大意的能力。 Stage 2 While reading 18 分 鐘 Step 1 Task One：Skimming（跳讀） 1.首先，以文章的第一自

19、然段為例，告訴學(xué)生如何通過(guò)跳讀找出第一自然段的主題句（If you spend some time in an English-speaking country, you might hear the term“ etiquette”.） 2.和學(xué)生一起通過(guò)跳讀第二自然段并找出第二自然段的主題句。用課件展示答案。 3.在學(xué)生通過(guò)跳讀找第三自然段和第四自然段主題句的過(guò)程中，老師要全班巡視，觀察學(xué)生的學(xué)習(xí)情況。 4.給與學(xué)生積極性評(píng)價(jià)(You’re so clever! Well done!）和必要的幫助（如幫助學(xué)生總結(jié)：主題句通常在每個(gè)自然段的第一句或者最后一句，有時(shí)也可出現(xiàn)在中間）。

20、 1.學(xué)生和老師一起通過(guò)跳讀找出第二自然段的主題句。 2．學(xué)生自己通過(guò)跳讀找出第三自然段和第四自然段的主題句。先獨(dú)立完成，然后以小組為單位核對(duì)答案。 3.小組討論，總結(jié)出找主題句的方法。 4.完成教材上的3a,將自然段與段落大意匹配。先獨(dú)立完成，然后以小組為單位核對(duì)答案。 (見學(xué)案合作研討) 通過(guò)跳讀，讓學(xué)生初步感知課文，把握文章的脈絡(luò)，學(xué)會(huì)找主題句和段落大意，從而突破本節(jié)課的重點(diǎn)，并培養(yǎng)學(xué)生的略讀能力。（障礙及對(duì)策：由于部分任務(wù)相對(duì)較難，因此學(xué)生先獨(dú)立完成，通過(guò)小組合作學(xué)習(xí)來(lái)解決問(wèn)題，若仍有困難，我會(huì)及時(shí)給予幫助。） Step 2 Task Two:

21、 Scanning（瀏覽） 1.用課件展示第1小題的答案：Etiquette means normal and polite social behavior. 2.把全班同學(xué)分為三個(gè)大組，分別布置任務(wù)：第一組完成第2小題（讀第二自然段，找出不良行為的三個(gè)例子）；第二組完成第3小題（讀第三自然段，找出不良行為的兩個(gè)例子）；第三組完成第4小題（讀第四自然段，找出不良行為的一個(gè)例子）并抽三個(gè)學(xué)困生回答這些問(wèn)題。 3.讓學(xué)生完成教材3c的表格，抽兩個(gè)中等生回答這個(gè)問(wèn)題。 4.讓學(xué)生判斷正誤，抽六個(gè)優(yōu)等生回答問(wèn)題并指出答案在文章中的具體位置。 6.講解各自然段重點(diǎn)語(yǔ)言知識(shí)。 1.學(xué)生快速瀏覽

22、第一自然段，找出etiquette的定義并在書上勾畫出來(lái)。 2.根據(jù)分組分別完成第2,3,4小題。 3.完成教材3c的表格 4.完成判斷正誤。 5.學(xué)習(xí)各自然段重點(diǎn)語(yǔ)言知識(shí)。 通過(guò)快速瀏覽文章把握文章細(xì)節(jié)，讓學(xué)生進(jìn)一步理解課文，明白不同文化的不同禮節(jié)，引導(dǎo)學(xué)生做文明有禮的人，從而突破本節(jié)課的難點(diǎn)并培養(yǎng)學(xué)生的精讀能力。（障礙及對(duì)策：學(xué)生在找各自然段不良行為的例子時(shí)容易寫出這樣的答案“Stand very close to the person you are talking with” 這時(shí)要給學(xué)生及時(shí)的糾正和幫助，指明這里只能用名詞短語(yǔ)“Standing very close t

23、o the person you are talking with”并講明原因。） Step 3 Task Three: Retelling the article 1.把文章濃縮成一篇短文，讓學(xué)生以四人小組為單位進(jìn)行關(guān)鍵詞填空，并復(fù)述課文。鼓勵(lì)學(xué)生盡可能用自己的話來(lái)復(fù)述課文，若覺得困難可借助課件上的提示。 2.抽三個(gè)小組的代表復(fù)述課文并對(duì)復(fù)核得好的小組加分。 學(xué)生以四人小組為單位，分組討論，進(jìn)行關(guān)鍵詞填空，并復(fù)述課文。 通過(guò)復(fù)述，讓學(xué)生更好地記住課文內(nèi)容，進(jìn)一步提高他們的口語(yǔ)能力并為后面的寫作做準(zhǔn)備。（障礙及對(duì)策：對(duì)中等生和學(xué)困生來(lái)說(shuō)進(jìn)行關(guān)鍵詞填空和復(fù)述課文有一定難度，因此通

24、過(guò)小組合作學(xué)習(xí)的方式幫助他們更好理解文章。此外通過(guò)課件提示，幫助他們降低難度以樹立英語(yǔ)學(xué)習(xí)的自信心。) Stage 3 After reading 14 分 鐘 Step 1 Task One : Survey 1.布置任務(wù)。 2.給學(xué)生適當(dāng)?shù)膸椭龑?dǎo)他們成為懂文明禮貌的人。 學(xué)生以六人小組為單位，列出本班同學(xué)的不文明表現(xiàn)，調(diào)查班里誰(shuí)是最懂文明禮貌的學(xué)生，并人人爭(zhēng)當(dāng)“文明標(biāo)兵”。 通過(guò)調(diào)查，讓學(xué)生注意身邊的不文明現(xiàn)象，進(jìn)一步引導(dǎo)他們做文明有禮的人。 Step 2 Task Two: Discussion 1.布置任務(wù)。 2.

25、對(duì)學(xué)生的回答給與適當(dāng)?shù)难a(bǔ)充。 Do you know any rules of etiquette that are different in foreign countries? 學(xué)生相互交流他們所知道的其它國(guó)家的關(guān)于禮節(jié)的規(guī)則，并自由發(fā)言。 通過(guò)討論，讓學(xué)生了解更多的中西方文化差異，激發(fā)學(xué)生的英語(yǔ)學(xué)習(xí)興趣。 Step 3 Task Three: Writing 1.布置任務(wù)。 2.選擇一兩篇作文進(jìn)行點(diǎn)評(píng)。 One day, you saw someone breaking rules of etiquette. Write a complaint letter

26、to local newspaper. Some hints:（提示）What did you see? How did you feel? What should they do? 1.學(xué)生根據(jù)要求運(yùn)用所學(xué)知識(shí)獨(dú)立完成作文。 2.小組內(nèi)成員交換作文相互批改，并派一名同學(xué)將作文展示在各自的小黑板上。 (見學(xué)案成果展示) 通過(guò)前面一系列聽說(shuō)讀等活動(dòng)過(guò)渡到寫作，由語(yǔ)言輸入到語(yǔ)言輸出,教學(xué)成果展示。（障礙及對(duì)策：寫作對(duì)部分同學(xué)來(lái)說(shuō)可能有難度，在這里就要發(fā)揮兵帶兵的作用，以優(yōu)帶差。若因時(shí)間關(guān)系有些任務(wù)不能在課堂上完成，可將其調(diào)整為家庭作業(yè)。） Step 4 Sum up and exerc

27、ise 1.讓學(xué)生歸納總結(jié)本堂課所學(xué)語(yǔ)言知識(shí)，表建議的方式和閱讀策略(讓不同程度的學(xué)生分別歸納不同的內(nèi)容)。 2.讓學(xué)生做筆頭鞏固練習(xí)。 學(xué)生歸納總結(jié)本堂課所學(xué)知識(shí)。并做筆頭鞏固練習(xí)。 (見學(xué)案鞏固提升) 通過(guò)歸納本節(jié)課所學(xué)內(nèi)容，讓學(xué)生再次回顧本節(jié)課的重難點(diǎn)，并通過(guò)做筆頭練習(xí)加以鞏固。 Step 5 Homework 1.復(fù)習(xí)本節(jié)課重點(diǎn)單詞，短語(yǔ)，句型。 2.完成學(xué)案和練習(xí)冊(cè)上相應(yīng)練習(xí)題。 3.預(yù)習(xí)Unit8 Section A. 鞏固復(fù)習(xí)，完成作業(yè)。 意圖為鞏固復(fù)習(xí)。練習(xí)和作業(yè)的設(shè)計(jì)主要遵循“落實(shí)雙基，突出教學(xué)重點(diǎn)，突破教學(xué)難點(diǎn)”的原則，分層遞進(jìn)。

28、 Part Eight: Blackboard design(板書設(shè)計(jì)) Unit 7 Would you mind keeping your voice down? Reading(Section 1-Section3) Key words/phrases Key sentences Reading strategies etiquette cough Could you please (not)do sth…? 1. Skimming spit

29、 Sure! /Of course./ My pleasure… 2. Scanning voice Sorry… drop litter Would you mind(not)doing sth? talk loudly No, not at all./ Sorry… keep…down Part Nine: Learning plan design(學(xué)案設(shè)計(jì)) Part Ten: Reflection（教學(xué)反思） The last part is my reflection. First, the instruction of the task is not clear enough. Second, it would be better if we have interesting games or contests. The above is my presentation about my lesson plan. Thank you for enjoying me. 7 - 7 -