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1、新目標初中英語八年級下冊Unit 7 Would you mind keeping your voice down?(Reading Section1-Section3)Good morning, my dear judges. Im Zhou Xiaowei, from Longquan NO.9 Junior High School. Its my pleasure to give my lesson presentation here today. My teaching material is the reading part in Unit 7, Book 2 Go For It.

2、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, its important for me to analyze the teaching material first. In this unit, I will try my best to help my students learn ho

3、w 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?). Its helpful for them to learn this unit. This is the last part of the unit

4、, the reading strategy in this lesson is to help my students find out the topic sentences. Ill 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 and situations. Som

5、e 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（學情分析）My students have learned the sentence pattern “Coul

6、d 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 differences of manners betwe

7、en 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 them to build up their

8、 self-confidence. Part Three: Teaching aims（教學目標）According to my understanding of the reading material in this unit and my students, I set the teaching aims as following:1. Knowledge aims1) Be able to use the following new words and expressions to make sentences at the end of this class: voice, term

9、, 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) doing sth.? 2. Ability aims1) Be able to g

10、et 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. 3. Moral aimsBe able to understand how to respe

11、ct others and try to behave well in proper places and in proper ways after this lesson .Part Four: Teaching key point and difficult point（教學重點與難點）According to the teaching aims and demands, I think the key point in this lesson is to develop my students ability of finding topic sentences. The difficu

12、lt point is to learn different etiquette in different culture.Part Five: Teaching aids（教學輔助） I need some small blackboards, chalk and multimedia to help me in this class.Part Six: Teaching methods and learning methods（教學方法和學習方法）Next I am going to talk about the teaching methods and learning methods.

13、 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 to develop the students problem-solving abilities. In different a

14、ctivities, 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（教學流程）Then lets come to the most important part: the teaching procedure. It includes three stages.

15、 教學步驟時間教 師 活 動學 生 活 動設 計 意 圖（障礙及對策）Stage 1BeforereadingStep 1 Greetingand checking homework 2分鐘1.用課件展示預習檢測答案。2.全班巡視，觀察，對于學生錯得較多的短語在課件上用紅色字體顯示出來。（For example, keep your voice down）1.學生以六人小組為單位，檢查核對學案上的預習作業(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并糾正讀音。 (見學案自主學習A)通過預習檢測，讓學生初步熟悉閱讀文章中的重點單詞和短語，為接下來的學習打下基礎。（障礙及對策：學

16、生可能會出現單詞發(fā)音不準確，因此我在課件上用藍色字體標示出個別較難單詞的音標，并通過小組合作學習降低難度。）Step 2Warming-up6分鐘1.用課件展示閱讀文章的圖片，讓學生仔細觀察圖片回答問題并展示出相應答案：Where are they? What are they doing? If you see someone doing this ，what should you say?2.一邊展示圖片，一邊將圖片中出現的重點單詞短語板書在黑板的左邊，教讀并講解。1.學生仔細觀察圖片回答兩個問題，并學習重點單詞和短語：drop litter, speak loudly ,smoke, s

17、pit, in public.通過圖片的導入，既能培養(yǎng)學生的觀察能力，又能幫助呈現本節(jié)課的重點單詞和短語。3.全班巡視，觀察，傾聽，給予必要的幫助。抽四組同學展示對話，并對表現好的小組予以加分。2.學生根據第三個問題If you see someone doing this ，what should you say?兩人一組編對話。通過運用提建議的句型，鍛煉學生的口頭表達能力。（障礙及對策：用課件展示對話范文并歸納所學表建議句型以幫助學生降低難度。）4.用課件展示選擇題并給出答案。3.根據圖片和標題猜測閱讀文章的大致內容，完成學案上的練習題。(見學案自主學習B)通過圖片和標題，培養(yǎng)學生預測文章

18、大意的能力。Stage 2Whilereading18分鐘Step 1Task One：Skimming（跳讀） 1.首先，以文章的第一自然段為例，告訴學生如何通過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.和學生一起通過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.在學生通過跳讀找第三自然段和第四自然段主題句的過程中，老師要全班巡視，觀察學生的學習情況。4.給與學生積極性評價(Youre so clever

19、! Well done!）和必要的幫助（如幫助學生總結：主題句通常在每個自然段的第一句或者最后一句，有時也可出現在中間）。1.學生和老師一起通過跳讀找出第二自然段的主題句。2學生自己通過跳讀找出第三自然段和第四自然段的主題句。先獨立完成，然后以小組為單位核對答案。3.小組討論，總結出找主題句的方法。4.完成教材上的3a,將自然段與段落大意匹配。先獨立完成，然后以小組為單位核對答案。(見學案合作研討)通過跳讀，讓學生初步感知課文，把握文章的脈絡，學會找主題句和段落大意，從而突破本節(jié)課的重點，并培養(yǎng)學生的略讀能力。（障礙及對策：由于部分任務相對較難，因此學生先獨立完成，通過小組合作學習來解決問題，

20、若仍有困難，我會及時給予幫助。）Step 2Task Two: Scanning（瀏覽）1.用課件展示第1小題的答案：Etiquette means normal and polite social behavior.2.把全班同學分為三個大組，分別布置任務：第一組完成第2小題（讀第二自然段，找出不良行為的三個例子）；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例子）并抽三個學困生回答這些問題。3.讓學生完成教材3c的表格，抽兩個中等生回答這個問題。4.讓學生判斷正誤，抽六個優(yōu)等生回答問題并指出答案在文章中的具體位置。6.講解

21、各自然段重點語言知識。1.學生快速瀏覽第一自然段，找出etiquette的定義并在書上勾畫出來。2.根據分組分別完成第2,3,4小題。3.完成教材3c的表格4.完成判斷正誤。5.學習各自然段重點語言知識。通過快速瀏覽文章把握文章細節(jié)，讓學生進一步理解課文，明白不同文化的不同禮節(jié)，引導學生做文明有禮的人，從而突破本節(jié)課的難點并培養(yǎng)學生的精讀能力。（障礙及對策：學生在找各自然段不良行為的例子時容易寫出這樣的答案“Stand very close to the person you are talking with” 這時要給學生及時的糾正和幫助，指明這里只能用名詞短語“Standing very

22、close to the person you are talking with”并講明原因。）Step 3Task Three: Retelling the article1.把文章濃縮成一篇短文，讓學生以四人小組為單位進行關鍵詞填空，并復述課文。鼓勵學生盡可能用自己的話來復述課文，若覺得困難可借助課件上的提示。2.抽三個小組的代表復述課文并對復核得好的小組加分。學生以四人小組為單位，分組討論，進行關鍵詞填空，并復述課文。通過復述，讓學生更好地記住課文內容，進一步提高他們的口語能力并為后面的寫作做準備。（障礙及對策：對中等生和學困生來說進行關鍵詞填空和復述課文有一定難度，因此通過小組合作學習

23、的方式幫助他們更好理解文章。此外通過課件提示，幫助他們降低難度以樹立英語學習的自信心。)Stage 3Afterreading14分鐘Step 1Task One : Survey1.布置任務。2.給學生適當的幫助，引導他們成為懂文明禮貌的人。學生以六人小組為單位，列出本班同學的不文明表現，調查班里誰是最懂文明禮貌的學生，并人人爭當“文明標兵”。通過調查，讓學生注意身邊的不文明現象，進一步引導他們做文明有禮的人。Step 2Task Two: Discussion1.布置任務。2.對學生的回答給與適當的補充。Do you know any rules of etiquette that are

24、 different in foreign countries?學生相互交流他們所知道的其它國家的關于禮節(jié)的規(guī)則，并自由發(fā)言。通過討論，讓學生了解更多的中西方文化差異，激發(fā)學生的英語學習興趣。Step 3Task Three: Writing1.布置任務。2.選擇一兩篇作文進行點評。One day, you saw someone breaking rules of etiquette. Write a complaint letter to local newspaper. Some hints:（提示）What did you see? How did you feel? What sho

25、uld they do?1.學生根據要求運用所學知識獨立完成作文。2.小組內成員交換作文相互批改，并派一名同學將作文展示在各自的小黑板上。(見學案成果展示)通過前面一系列聽說讀等活動過渡到寫作，由語言輸入到語言輸出,教學成果展示。（障礙及對策：寫作對部分同學來說可能有難度，在這里就要發(fā)揮兵帶兵的作用，以優(yōu)帶差。若因時間關系有些任務不能在課堂上完成，可將其調整為家庭作業(yè)。）Step 4Sum up and exercise 1.讓學生歸納總結本堂課所學語言知識，表建議的方式和閱讀策略(讓不同程度的學生分別歸納不同的內容)。2.讓學生做筆頭鞏固練習。學生歸納總結本堂課所學知識。并做筆頭鞏固練習。(

26、見學案鞏固提升)通過歸納本節(jié)課所學內容，讓學生再次回顧本節(jié)課的重難點，并通過做筆頭練習加以鞏固。Step 5Homework 1.復習本節(jié)課重點單詞，短語，句型。2.完成學案和練習冊上相應練習題。3.預習Unit8 Section A.鞏固復習，完成作業(yè)。意圖為鞏固復習。練習和作業(yè)的設計主要遵循“落實雙基，突出教學重點，突破教學難點”的原則，分層遞進。Part Eight: Blackboard design(板書設計)Unit 7 Would you mind keeping your voice down? Reading(Section 1-Section3)Key words/phra

27、ses Key sentences Reading strategiesetiquette cough Could you please (not)do sth? 1. Skimmingspit Sure! /Of course./ My pleasure 2. Scanning voice Sorrydrop litter Would you mind(not)doing sth?talk loudly No, not at all./ SorrykeepdownPart Nine: Learning plan design(學案設計) Part Ten: Reflection（教學反思）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 -