Period 4
Teaching contents: Reading:I’ve been studying history in China . Teaching procedures : Step 1 Before reading SB Page 50 , Section 1 .
1. In groups of four ,get students to discuss the three questions . 2. Ask a speaker from one group to tell the class what the group knows .Help to complete any missing dynasties and famous characters the class should know . Step 2 While reading SB Page 50 , Section 2 .
1. Ask students to read the passage silently once for general meaning .Ask students if there is anything they don’t understand . 2. Let students read the passage again for detail .
Step 3 After reading
SB Page 51 , Section 3 , 3a .Ask students to scan the text for information to complete the sentences .
SB Page 51 , Section 3 , 3b & 3c .
1. In groups of three ,let students practice the sample conversations first ,then make their own conversations .
2. Ask two groups of students to present their own conversations in front of the class . Step 4 Go for it
1. Direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss . 2. Ask students to share their ideas .
3. In the same way ,do with the right part of the chart . Step 5 Homework
1. Remember the words and expressions in this unit . 2. Review the present perfect progressive .
科目 英语 年级 初二 班级 时间 课题 Unit 7 Would you mind turning down the music? Period 1 教 学 目 标 1.Knowledge Objects (1)Key vocabulary: request; apologize; not at all; move; right away (2)Key structures (3)Listening practice 2.Ability Object To train students’ ability of listening and speaking. 3.Sensibility and Value To be interested in communicating in English. 1.Teaching Key Points 教︵ Key vocabulary. Key structures. 材 Listening practice. 分 2.Teaching Difficulties How to improve students’ listening ability. 析︶ Pairwork. 板书 设计 示意 框图 时序 教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排） Step Ⅰ Greet the class as usual and check the homework. Step Ⅱ Show the new words on the screen. Teach the new words. Read the new words to students and ask students to repeat. Unit 7 Would you mind turning down the music? A: Would you mind turning down the music? B: No, not at all. A: Would you mind moving your bike? B: OK. I’ll do it right away. Step Ⅲ Section A Say, In this unit we’re going to learn polite ways of asking people to do things. Write the following requests on the board: Can you give me the book? Please give me the book. Would you mind giving me your book? Explain that the last example is a very polite way of making a request. Step Ⅳ 1a This activity introduces some key vocabularies. 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. Then get students to write the letter of each request in the correct place in the picture to match the requests with the people. Point out the blank boxes in the picture. Ask students to finish the task on their own. Correct the answers. Answers a: next to the trash b: next to the baseball players c: next to the bike d: next to the stereo Step Ⅴ 1b This activity gives students practice in understanding the target language in spoken conversation. Ask different students to look at the list of requests in Activity 1a and read each one to the class. Would you mind cleaning the yard? Would you mind not playing baseball here? Would you mind moving your bike? Would you mind turning down the music? Then say, Please listen to the recording and number the requests(1~4) above in the order you hear on the recording. Play the recording the first time. This time students only listen. When play it a second time, say, This time write the numbers 1 through 4 on the lines after the requests. Put a number 1 after the request you hear about the first on the recording, and so forth. Make sure students understand what to do. Correct the answers. Answers a.2 b.4 c.3 d.1 Step Ⅵ 1c This activity provides guided speaking and listening practice using the target language. Ask a pair of students to read the example in the sample dialogue in Activity 1c. A: Would you mind moving your bike? B: OK. I’ll do it right away. Say, You will work with your partner, making conversations according to the picture in Activity 1a.Make requests. You can use the examples in Activity 1a if you want. As students work, walk around the room, checking their progress. Offer help as needed. At the end ask some pairs of students to say their conversations to the class. Give them little presents if they do their work well. Step Ⅶ Optional Activity Ask some students to look at the picture and think of other requests that can make about it. For example, a student might point to the mother talking on the phone and say, Would you mind not using the phone? Or they might point to the people watching TV and say, Would you mind turning down the TV? Ask a second student to respond to each request. Step Ⅷ Summary and Homework Today we’ve learned some key vocabularies and structures. Continue to make conversations with your partner after class. Next time I’ll ask some pairs to read your conversations to the class again. 教 学 后 记 本节课的内容是学习“有礼貌的提出建议”，非常贴近学生实际。我通过设置真实的情境，让学生在情境中体会语言含义，易于理解，易于实践，有益于学生对语言的运用，促进了学生学习的积极性。 在这节课的教学中发生了这样一个小插曲：当我引出新句Would you mind turning down the music?先是带着同学齐读，然后分组读，最后个人读，在我叫到本班成绩比较差的同学王壮时，他却说不上来，当时他略显尴尬，我灵机一动，连忙说：“Everybody , Let’s help him .ok?然后全班一齐帮他说，最后他能流利的说了。 ”这样活跃了课堂气氛，也缓解了尴尬，收到了良好的效