|
Unit 7 Would you mind turning down the music? 一、單元目標(biāo)與要求： 1.學(xué)習(xí)并掌握有關(guān)重點詞匯：turn down, right away, wait in line, cut in line, return, brought, solution ,annoyed, polite 2.能夠用下列句型來提出請求和表示歉意： Would you mind cleaning your room\moving your car? I’m sorry. I’ll do it right away. \No, not at all. Would you mind not playing baseball here? Sorry, we’ll go and play in the park. 3.學(xué)會用不同的方式對生活中發(fā)生的不愉快的事做出禮貌的請求并能夠?qū)e人的請求做出相應(yīng)的回答。 4.通過本單元的學(xué)習(xí)能引導(dǎo)學(xué)生禮貌地處理生活中遇到的不愉快的事。學(xué)會寫信適當(dāng)?shù)叵蛩吮г共挥淇斓氖乱约皩e人的抱怨做出合適的回答。 5.語言功能 a)提出請求 b)表示歉意 6.語言結(jié)構(gòu) a)Would you mind+動名詞。 b)情態(tài)動詞could表請求。 6.語言目標(biāo) 1.---Would you mind turning down the music? ---No, not at all. 2.--- Would you mind moving your bike? --- Ok. I’ll do it right away. 3.– Would you mind not playing baseball here? --- Sorry. We’ll go and play in the park. Sorry, I won’t be long. 4.– Do I have to wash the dishes? --- You have to … 二、重點詞組： 1.not at all一點也不 2. turn down 調(diào)節(jié)（收音機等）音量變小 3.turn up調(diào)節(jié)（收音機等）音量變大 4..right away立刻，馬上 5.wait in line排隊等候 6.get annoyed 惱怒的; 生氣的 7.cut in line 插隊 8.keep down控制 9.at first首先10.put out 熄滅 11.pick up撿起 12.clean your yard 打掃院子 13.put on 穿14.do the dishes洗碟子 15.all the time一直 16. drop litter 扔垃 17. at a meeting 在開會 18.wrong size 錯誤尺寸19.look terrible 看起來糟糕 20.break the rule 不服從，不遵守 三、重點句型： 1. Would you mind cleaning your room? 你介意打掃一下你的房間嗎？ I’m sorry. I’ll do it right away.對不起，我馬上就干。 2. Would you mind moving your car? 你介意移一下你的車嗎？ No, not at all.不，一點也不。 3. Would you mind not playing baseball here? 請你們不要在這踢球？ Sorry, We’ll go and play in the park. 對不起，我們?nèi)ス珗@玩。 Topic: Complaints Functions: Make requests Apologize Structures: Would you mind +gerund (formulaic) Will for intentions Target language: Could for polite requests ----Would you mind moving your bike? ----Not at all. I’ll do it right away. ----Could you please take out the trash? ----Sorry. I’ll do it right away. Learning Strategies: Reflecting & practicing 四、The analysis of the students: 本單元主要圍繞學(xué)習(xí)Would you mind doing sth.?這一句型，學(xué)會懇請對方對于某事如何表達歉意。內(nèi)容較簡單，對學(xué)生而言容易學(xué)會，但是針對生活和學(xué)習(xí)中的一些問題，讓學(xué)生用英語來與同伴交流如何解決這些問題，對他們而言比較困難，教師要給予必要的指導(dǎo)和提示。 五、課時安排5課時 第一課時：Section A 第二課時：Section A 第三課時：Section B 第四課時：Section B 第五課時：Selfcheck
The first period (
一、Teaching aims: 1. Knowledge aims: 1) Ss can use the following words and expressions: mind, yard ,dish, not at all, turn down ,right away,cut in line. 2)Ss can use the following sentence patterns: 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. 2. Ability aims: Learn how to make requests and apologize 3.Emotion aims: Let the Ss know how to complain and prevent annoying things politely in the every life 二、Important & difficult points: Learn the ways to make polite requests and apologizes. 三、Teaching aids: recorder, computer 四、Teaching procedures: Step1.Greetings and duty report (day, date, weather, ect.) Step2.Lead-in 1.Ask the students to revise the polite ways of asking people to do things. eg.Close the door. Can you close the door? Could you close the door? Could you please close the door? Today we will learn a very polite way of making a request. Would you mind closing the door? Step 1.Show the new words on the screen. Teach the new words. Read the new words to students and ask them to repeat. (This activity introduces some key vocabularies.) 2.Look at the picture and ask a pair of students to read the dialogue in the picture. —Would you mind turning down the music? —No ,not at all. Point to the four requests in the box. Read each phrase to the class and get students to repeat it. Ask students to explain what each one means. They can use actions and simple explanations. For example, for cleaning the yard, a student can pretend to be raking leaves and putting the leaves in a trash can. 2.Match the requests with the people in the picture. Ask students to write the letter of each request in the correct place in the picture. 3.Listening practice 4.Read the instructions and point to the list of requests in activity 5.Play the recording twice, let the students write the numbers 1 through 4 on the lines after the requests. 6.Play the recording a third time, let the students repeat each conversation. Step 4.Pairwork 1.Ask the students to make requests in pairs 2.Ask some pairs of students to say their conversations to the class. Step 5.Listening practice ( 1.Read the instructions and point to the five pictures. 2.Play the recording the first time. Students write the number of each conversation in front of the correct picture. 3.Play the recording a second time, let them write the letters in the blanks. 4.Check the answers. 5.Play the recording a third time, and repeat each sentence. Step 6.Pairwork Students make conversations after the models. Step7 .Summary and Homework Today we’ve learned some key vocabularies and structures. Read the dialogue in Design of Bb writing
The second period (
一、Teaching aims: 1.Knowledge aims: a)To master the following new words and sentences in class: Words: task, poster Sentences: Would you mind doing something? Could you please…? I’m sorry. I’ll do it right away. / No, not at all…. 二、Ability aims: Continue to learn the ways to make polite requests and apologizes. 三、Emotion aims: Learn to be polite students. 四、Key points: Learn to use different ways to make polite requests. 五、Difficult points: Learn to use different ways to make polite requests. 六、Teaching tools: Pictures, a projector, a tape recorder. 七、Teaching objectives: Step 1.Greet the class as usual and check the homework. Ask a pair of students to act out their conversations Step 2. Show the new words on the screen. Read the new words to the class and ask them to repeat. Make sure every student can understand the meanings of the new words. Step 3. Show some pictures on the screen and ask students to explain what is happening in each picture. Provide key vocabulary words as needed. Write these words on the blackboard. Go through the instructions with the class Look at the pictures and the note. Ask students to read the note. Then let students fill in answers on their own. Check the answers. Step4.3b Pairwork First look at the sample dialogue. Let two students read it to the class. Try to make conversations using would you, could you, and have to like this one. You will work with your partner. The first student changes a command into a more polite request. The second student then responds to the request. Then the two students change places. Give students a few minutes to do the work. When they work, move around the classroom checking the progress and offering help as needed. Ask several different pairs of students to say their conversations to the class. Step 5 4 Groupwork Get two students to read the dialogue. A: Yan Ming, could you make some posters? B: Sure, that’s no problem. And could you...? Look at the survey table. Ask them to fill in the table. Complete the work in groups. Ask students to pick different topics of current interest in the news. Ask a few students to share their lists, and let a few students share the sample conversation. Summary and design of Bb writing
The third period (Section B) ( 一、Teaching aims: 1.Knowledge aims: 1) Master the words: waitress, clothing, brought, solution, annoying, store clerk 2) Master the expressions: the pen you bought, buy sb. sth. complain about sth —This shirt is too big. Would you mind giving me a small one! —Not at all. Here you are. 2.Ability aims: Help students learn how to make requests and apologize 二.Important & difficult points: 1) List the annoying things 2) Make requests and apologize 三.Teaching aids: A tape recorder and tape A projector 四、Teaching procedures: Step 1. Duty report Greet the class and check the homework. Step2.Revision Ask a pair of students to make a conversation according to Activity 3b using would you, could you, and have to. Step 3 Show the new words on the screen. Read the new words to the class and ask students to repeat. Step 4.Section B Show some pictures on the screen and ask students to say something about the pictures. Provide key words as needed. Write these words on the blackboard. Look at the man in the picture. He is writing. But the pen doesn’t work. Read each of the six sentences to the class. Pause after each one and ask students if they understand that sentence. Say the sentence in simple words if any. At the same time, point to the accompanying picture to help make the meaning clear. Read the instructions and ask students to read each situation and think about the two questions. Eg. My haircut is terrible. ① My haircut again. ② Would you mind cutting my haircut again. Give students 6 minutes, then ask some students to share their answers with the class. Step5. 1b Groupwork. This activity provides listening, speaking, reading, and writing practice using the target language. Students brainstorm for ideas. They say all the ideas that they can think of. Write all the ideas on the board. Help students choose two or three of the ideas from the brainstormed list to add to the six ideas in the book. Ask students what they think the word annoying means. Help the students understand that something that is unpleasant or something that bothers you is annoying. Look at the examples of annoying things in Activity Step 6. This activity gives students practice in understanding the target language in spoken conversation. Ask students to look at the items in Activity Let students listen and number the correct sentences (1~3) in Activity Play the recording. This time students only listen. Answer any questions they have about the recording. Play the recording again. After students have heard the recording a second time,ask them to write the numbers 1,2 and Correct the answers. Step 7.2b This activity gives students practice in understanding the target language in spoken conversation. Look at the chart and let a student read the three column headings. Discuss what each heading means. Say, Listen to the three conversations again. This time write the situations, problems, and solutions in the chart. First get a student to read the sample answers to the class. Then play the recording again. Ask students to fill in the blanks on their own. Pause the tape from time to time to allow students time to write the answers in their books if necessary. Check the answers. Step8. This activity provides guided oral practice using the target language. First ask two students to read the example in the sample dialogue. A: This shirt is too big. Would you mind giving me a smaller one? B: Not at all. Here you are. Then let students look at the problems in Activity 2b.Say,You will work with your partner. Role play the conversations from Activity 2b like this. Ask students to practice conversations in pairs. When students work, walk around the room checking their progress and offering help as needed. At the end ask several pairs of students to say their conversations to the class. Step 9.Summary This class we’ve learned some key vocabulary and done some listening, speaking and writing practice. Homework 1.Continue to role play the requests with your partner. 2.Preview the new words on next page. Design of Bb writing
The fourth period ( 一、Teaching aims: 1. Knowledge aims:a) Master the words and expressions：annoying things, wait in line, get annoyed/ mad, try to do, return, door, perhaps, be polite b)Master the sentence: I get annoyed when some one stands in the subway door. 2. Ability aims: Improve the abilities of reading an article 二、Important and difficult points Help students to list the annoying things 三、Teaching procedures: Step1. Duty report Step2.Revision Step 3. Section B 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 4. 3b Writing practice: Read the instructions and ask the students to complete the sentences. Read some samples to class. Step 5. Groupwork Ask two students to read the dialogue. A: What annoys you, Lin Zheng? B:I get annoyed when classmates borrow my eraser and don’t return it. A: What do you do? B:... Ask another pair of students to give another complaint and action. Go through the instructions with the class. Ask each other what sorts of things annoy them. Ask students to complete the work in groups. When they work, walk around the room checking their progress and offering help if necessary. Ask a few students to share the sample conversation. List the most common complaints and the best action advice. Step6. Self-check Ask the students to fill in the blanks with the words given. Check the answers. Get them to make their own sentences with the words. Get the students to look at the picture, ask them to write a polite letter complaining about three things Syep7: Homework: write a polite letter complaining about three things according to the picture. Design of Bb writing
The fifth period (Section1- Section2) 一、Teaching aims 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. 二、Important & difficult points: How to improve the abilities of reading long passages 三、Teaching procedures: Step1 Greeting and revision. 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. Step2: Section 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. Step3:Section 2 While You Read 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. Step4: Section 3 .After You Read Ask students to go through the reading again. Show the summaries on the screen. a. We have to be very careful how we criticize people. b. The way people behave is different in different cultures and situations. c. Sometimes, rules of etiquette are the same almost everywhere. d. Etiquette is a very important idea to understand. e. We might want to ask someone to behave more politely if we see them breaking a rule of etiquette. f. People in Ask students to match the paragraphs with the best summaries. Check the answers. 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. 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. Step5 Section 4 Go for it! First ask students Have you seen someone breaking a rule of etiquette? Then ask them to write some sentences according to what they have seen. Ask students to check their writing with their partners. Step6 Summary This class we’ve practised some reading, speaking and writing. We’ve also learned something about the word “etiquette”. Step7 Homework 1.Try to find out some rules of etiquette that are different in foreign countries. 2.Write a letter of complaint to the local newspaper according to what they have seen. Design of Bb writing
|
|
|
