couldyoudomeafavor教學(xué)設(shè)計

1、深圳市第二職業(yè)技術(shù)學(xué)校教學(xué)競賽教學(xué)設(shè)計姓名孫發(fā)俊參賽組基礎(chǔ)組課題名稱Could you do me a favor?課前系統(tǒng)教學(xué)分析大綱或課標(biāo)發(fā)展學(xué)生英語聽說能力；提高學(xué)生用英語獲取信息、處理信息和進行交際的能力。教材本單元的主題為could you do me a favor? 主要學(xué)習(xí)make requests and accept& refuse requests,。通過本單元的學(xué)習(xí)，可以幫助學(xué)生學(xué)會用不同的方式做出請求及對其請求做出回應(yīng)。學(xué)生學(xué)生在日常生活中經(jīng)常有請求他人幫助和幫助他人的親身體驗，能夠?qū)⒈竟?jié)課內(nèi)容與自身的經(jīng)歷聯(lián)系起來。11級國際班已經(jīng)具備了一定的英語聽說讀寫能力

2、，掌握了一些相關(guān)內(nèi)容與詞匯，這些都有助于本節(jié)課語言活動的展開。但由于學(xué)生水平參差不齊，個別學(xué)生的英語表達還不夠流利。知識與技能學(xué)會用英語請求幫助及接受或拒絕他人請求能用英語思維習(xí)慣進行語言實踐。過程與方法首先通過 生活中的情境直接導(dǎo)入本節(jié)課話題。其次，以任務(wù)驅(qū)動型教學(xué)法為中心，通過完成相關(guān)任務(wù)及活動1來完成本節(jié)課學(xué)習(xí)目標(biāo)。最后，通過活動2鞏固并本節(jié)課所學(xué)句型并進行拓展延伸，培養(yǎng)學(xué)生的想象力和創(chuàng)造性思維能力。情感態(tài)度與價值觀把生活體驗與課本知識結(jié)合起來，以增強學(xué)生的英語學(xué)習(xí)興趣。同時關(guān)注學(xué)生在學(xué)習(xí)過程中的態(tài)度變化，引導(dǎo)他們積極參與課堂活動，學(xué)會與人合作，與人交流。使學(xué)生互幫互助，為他們形成樂觀，

3、積極向上的人格打下基礎(chǔ)。應(yīng)用在實際生活中，學(xué)會用英語請求幫助及根據(jù)情況接受或拒絕他人請求教學(xué)內(nèi)容重點How to make requests with modals ,if clauses and gerunds.難點Would it be OK if I +Ved;Would you mind if I +Ved; I was wondering if youd mind +Ving ;教學(xué)方法Task-based language teaching method, activity method of teaching, situational teaching method教學(xué)用具Bla

4、ckboard, a computer, a projector, audio, 教學(xué)環(huán)節(jié)學(xué)生活動教師活動設(shè)計說明課堂系統(tǒng)Step I: Lead inOne or two students accept or refuse the teachers help.Ask some stuednts for help. Then help students to lead in todays topic.用生活中的情景引出本節(jié)課話題，直截了當(dāng)，容易讓學(xué)生接受。StepII: Presentation:Dialogue I1. Listen to the tape.a. Get the main i

5、nformation: who, what, howFriends nameFavorsAgree or Disagreeb. Judge T or F.1. This weekend Jana is going to her cousins wedding.2. She wants to take photos for a Web site.3. Jana has used a digital camera a couple of times before. 4. She would like to pick the camera up tonight. 2. Sum-up: Would y

6、ou mind if I + VedWould it be OK if.+Ved3. Practise the dialogueTask:Ss stand in two lines(A&B), facing each other. Then they practice the dialogue.Instruction: when the teacher clap , Ss in line A all move one step to their right. One S at the end of line A will not have a partner. He or she ru

7、ns quickly to the beginning of Line A. Then start the dialogue with new partners.1.Assign the listening task2. ExplanationUseful structures:a.-Would you mind if I borrowed your new digital camera? b. -Would it be ok if I picked it up on Friday night? 3Have students take part in the class activity: M

8、oving Dialogue.任務(wù)驅(qū)動以聽力訓(xùn)練來獲取對話I中主要信息；讓學(xué)生分角色表演，反復(fù)練習(xí)對話I，并體會重要句型在具體情景中的運用。培養(yǎng)學(xué)生聽，說及與人交流技能。Dialogue II One more call Jana makes1. Careful listeningListen IIRose: Rose Rizzo.Jana: Hi, Rose. This is Jana.Rose: Oh, hello. _ _ _?Jana: Pretty good, thanks. Listen, the reason Im calling you is I have _ _ _ _ to

9、 ask you.Rose: Yes?Jana: Remeber I told you about that friend of mine whos _ _ to a woman he met in Barcelona?Rose: Yeah, I remember. And?Jana: Well, the _ is this Saturday afternoon, and its out in the country-about _ _ _from here. And I was wondering _ _ _ _ me your car for the afternoon to get th

10、ere.Rose: Gee, Jana, _ _ _ _ help you out, _ Im going to need my car all weekend. Ive got a friend _ _ from out of town, and I _ to show her the sights.Jana: Oh, OK. I understand. Anyway, how are things? I _ _ _ for ages.Rose: Oh, you know, work,work,work!2. Discuss in pairs and find out useful stru

11、ctures appeared in dialogue II. Compare with the structures in dialogue I, which are more formal.3. Requests with modals, if clauses, and gerundsLess formalMore formalCould you lend me a jacket?Do you mind if I use your digital camera?Would you mind if I borrowed your digital camera?Would it be OK i

12、f I picked it up on Friday night?I was wondering if youd mind lending me your car.1. Assign the listening taskListen to the tape once more and fill in the blanks.2. Have students study in pairs and compare which are more formal requests.3. Sum up: Requests with modals, if clauses, and gerunds : From

13、 less formal to more formal.任務(wù)驅(qū)動再次以聽力方式獲取對話II中主要信息，突出重點句型。Step III. Language Application Rewrite the given requests to make them more formal.Take these books back to the library this weekend.Can I look at that newspaper when youve finished reading it?. Could you lend me some money for an espresso?Th

14、en practice making requests with partners. Accept or decline each request.Have students practice making requests more formally.語言實踐，進一步練習(xí)所學(xué)句型，培養(yǎng)學(xué)生的語言運用能力。Step IV.ConsolidationClass Activity :Hot PotatoMake a request and respond to it according to the picture.Would you mind ifWould it be OK ifI was w

15、ondering ifStudent A:Student B:Explain the activity. Have students guess and imagine the given situation, then create their answers. When teacher plays music, Ss just throw this ball to each other. When teacher stops the music, the student who holds the ball please stand up and choose any number, be

16、hind each number, there is a task . Meanwhile, The holder should choose any student in class to cooperate with the holder. Make a request and respond to it according to the picture.Picture 1:suitcase heavyback achespicture2: It is raining heavilyumbrellaraincoatgive me a ridepicture 3:underwatercame

17、radiving Situation4: Your car is broken down when you are on the way to Baoan airport. give me a rideshare your cartow v.(拖車)Creative thinking 5:dog, vacation, take care of 鞏固提升活動“燙手的山芋”要求學(xué)生根據(jù)所設(shè)置的情景，運用聯(lián)想法，創(chuàng)造性思維，將所學(xué)句型運用到日常交際中來。Step V.SummarySummary: To make a requestCan CouldWould you mind if Would it be OK ifI was wondering ifI was wondering if youd mind To respond to a requestThats OK, I guess.Oh, sure. No problem.Thats fine.Id really love to, butIm very sorry, butHelp students sum up those useful structures to make r