Unit7Wouldyoumindturningdownthemusic?(新目标八下)。
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Unit7Wouldyoumindturningdownthemusic?AnalysisofUnit7Teachinggoals:1.学习Wouldyouminddoingsth?这一句型，学会恳请对方对于某事如何表达歉意。2.本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。
Importantpoints:
A:Wouldyouminddoingsth?
B:I’msorry.I’lldoitrightaway.
A:Wouldyoumindnotdoingsth?
B:Sorry.We’llgoandplayinthepark.
Difficultpoints:
比较:Wouldyoumind(not)doingsth?
Couldyoupleasedosth?
Pleasedosth.
Youhavetodosth.
Structures:
Wouldyoumindcleaningyourroom?
I’msorry.I’lldoitrightaway.
Wouldyoumindmovingyourbike?
No,notatall.I’lldoitrightaway.Period1Teachingprocedures:
Step1Assignthetask
WritethefollowingrequestsontheBb:
Canyougivemethebook?
Pleasegivemethebook.
Wouldyoumindgivingmeyourbook.
Explainthatthelastexampleisaverypolitewayofmakingarequest.
Step2WarmupSectionA(1a-1c)
SBPage52,1a.
1.Pointtothefourrequestsinthebox.SayeachphrasetotheclassandasktheSstorepeatit.
2.Pointtothepicture.AskSstowritetheletterofeachrequestinthecorrectplaceinthepicture.
3.Correcttheanswers.
SBPage52,1b.
1.Pointtothelistofrequestsinactivity1a.Playtherecordingthefirsttime.Ssonlylisten.
2.Playtherecordingasecondtime.Correcttheanswers.
SBPage52,1c.
1.Asktwostudentstoreadthewordsinthesampledialogueinactivity1c.Say,You’llworkwithyourpartner.Makerequests.
2.Asktwopairstosaytheirconversationstotheclass.
Step3Pre-taskSectionA(2a-2c)
SBPage53,2a.
1.Readtheinstructionswiththestudents.Playtherecordingthefirsttime.Ssonlylisten.
2.Playtherecordingasecondtime.AskSstowritethenumberofeachconversation.
3.Correcttheanswers.
SBPage53,2b.
1.Pointoutthefiveresponsesinactivity2b.AskdifferentSstoreadeachonetotheclass.
2.Playtherecording.thistimeaskSstofillinthelettersofthepicturesinfrontoftheresponses.
3.Correcttheanswers.
SBPage53,2c.
AsktwoSstoreadthewordsinthesampledialogue.Say,Makeconversationslikethisabouttheinformationabove.
Step4GrammarFocus
1.Reviewthegrammarbox.Askstudentstosaythestatementsandresponses.
2.Askstudentstotalkaboutthedifferencesamongthedifferentsentences.
Exercise:汉译英:
a)你介意把门关上吗？好的，我马上就办。
b)你介意把收音机关小点儿声吗？不，一点也不。
c)请不要在教室里大声说话好吗？对不起。
教学后记:
Period2Teachingprocedures:
Step1Pre-task
SBPage54,3a.
1.Readtheinstructions.Pointtothepictures.AskSstoexplainwhatishappeningineachpicture.
2.Pointtothenote.AskSstoreadthenoteandfillinanswers.
3.Checktheanswers.
SBPage54,3b.
1.Readtheinstructions.Pointoutthelistofrequestsandcommandsinthebox.
2.AskSstomakeconversationlikethesampledialogue.
3.Askseveralpairstosayoneoftheirconversationstotheclass.
SBPage54,Part4.
1.AskSstocompletetheworkingroups.
2.Askafewstudentstosharethesampleconversation.
Homework:完成对话A:mindup?Youtohelpmeinthekitchen.
B:OK.I’llgetupright.DoIhavetothedishes.
A:Yes,andyouhavetohelpmedinner.
B:OK.WhenIfinish,youhelpmemyhomework?
A:Sure.
教学后记:
Period3Teachingprocedures:
Step1Assigntask
Teachthenewwords.
SBPage55,1a.
1.ReadtheinstructionandaskSstoreadeachsituationandthinkaboutthetwoquestions.
2.Asksomestudentstosharetheiranswerswiththeclass.Askotherstudentswhethertheyagreewiththeopinionsornot.
SBPage55,1b.
1.Helpthestudentsunderstandthatsomethingthatisunpleasantorsomethingthatbothersyouisannoying.
2.Thenaskthestudentstonumbertheideasfrommostannoyingtoleastannoying.
3.Asktheclasstovoteonthemostannoyingitemonthelist.
SBPage55,2a.
1.Readtheinstructions.Playther4ecording.ThistimeSsonlylisten.Answeranyquestionstheyhaveabouttherecording.
2.Playtherecordingagainandaskthestudentstowritethenumber1,2and3infrontofthecorrectpictures.
3.Correcttheanswers.
SBPage55,2b.
1.Say,Listentothethreeconversationsagain.Thistimewritethesituations,problemsandsolutionsinthechart.
2.Pointoutthesampleanswers.Playtherecordingagain.AskSstofillintheanswersontheirown.Youmayneedtopausethetapefromtimetotimetoallowstudentstowriteanswersintheirbooks.
3.Checktheanswers.
SBPage55,2c.
1.Readtheinstructions.Pointouttheproblemsinactivity2b.
2.Askoneortwostudentstosaytheconversationstotheclass.
Step2While-task
SBPage56,3a.
1.Readthearticletotheclass.AskSswhichwordstheydon’tunderstand.Writethesewordsontheboard.
2.Askstudentstounderlinethethingsthatareannoying.Thenhavethestudentscirclewhatpeopledowhensomethingannoyinghappen.
3.Correcttheanswerswiththeclass.
SBPage56,3b.
1.Lookateachpicturewiththeclass.Askdifferentstudentstotellwhatishappeningineachpicture.
2.Readtheinstructionsandaskstudentstocompletetheactivityontheirown.
3.Checktheanswers.
SBPage56,Part4.
1.Thisactivityprovidesspeaking,listeningandwritingpracticeusingthetargetlanguage.
2.Askstudentstocompletetheworkingroups.
教学后记:
Period4Teachingprocedures:
Step1SelfCheck
SBPage57,Part1.
1.AskSstofillintheblanksontheirown.Checktheanswers.
2.AskSstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.
SBPage57,Part2.
1.Askthestudentswhatmightbeannoyinginthepicture.
2.Askthestudentstowritetheletterontheirown.
3.Askafewstudentstosharetheirletters.
Step2While-reading
SBPage58,Section1.
1.Readthetitle.Askthestudentstopredictwhattheythinkthearticleisaboutbasedonthearticle.
2.Lookatthepicture.Askstudentstodescribewhatishappeninginthepicture.
SBPage58,Section2.
1.EncourageSstousethereadingstrategyofscanningforspecificinformation.
2.AskSstoreadthearticlecarefullyoncetime.ThenaskSstoraisetheirhandsandsaywhichwordsandsentencestheydon’tunderstand.EncourageSstoreadincontest,guessingthemeaningofwordsandphrasesfromtheotherwordsaroundthem.
3.AsktheSstoreadthearticleagainforcomprehension.
SBPage58,Section3.
1.completethetask.Sscanworkindividuallyorinpairs.
2.Checktheanswers.
3.Practicestudents’speakingandlisteningskills.
Homework:词组翻译
1.控制你的声音2.熄灭3.例如
4.在公共场所5.捡起垃圾6.实际上
7.排队8.变得气恼
教学后记:
相关知识
Unit7Wouldyoumindturningdownthemusic
Period3
Teachingofnewlesson
Step1Assigntask
SBPage71,1a.
1.Readtheinstructions.
2.Readeachsentencetotheclass.
3.Readtheinstructionagainandsay,Put1afterthemostimportantreasonthatyoulearnEnglish,put2afterthesecondmostimportantreasonandcontinuethesameway.
4.DoaquickchecktoseewhichreasonsSsthinkaremostimportant.
SBPage71,1b.
1.Pointtotheexampleinthesampledialogue.Asktwostudentstoreadittotheclass.
2.Ssworkingroups.
3.Askseveralgroupstosaytheirconversations.
SBPage71,2a.
1.Readtheinstructionsandpointoutthesampleanswer.
2.Playtherecording.AskSstocircletheiranswers.
3.Checktheanswers.
SBpage71,2b.
1.Readtheinstructionsandpointoutthequestionnaire.Askastudenttoreadtheheadingsattheleft.
2.Playtherecording.AskSstofillintheanswers.
3.Checktheanswers.AskSstowritetheanswersontheboard.
SBPage71,2c.
1.Pointtotheexampleinthesampledialogue.Asktwostudentstoreadittotheclass.
2.AskSstoworkinsmallgroups.
3.Askseveralpairstosaytheirconversationstotheclass.
Step2While-task
SBPage72,3a.
1.Askdifferentstudentstoreadeachoftheparagraphstotheclass.Answeranyquestionsstudentsmayhave.
2.Thensay,Nowreadtheparagraphsagainandanswerthequestions.Correcttheanswers.
SBPage72,3b.
1.AskSstoreviewtheinformationinactivity3a.
2.Sswritearticlesaboutthemselves.Astheywork,movearoundtheroomofferinglanguagesupportasneeded.
SBPage72,Part4.
1.Readtheinstructionstotheclass.
2.Pointouttheexampleinthespeechbubblesandhavetwostudentsreadittotheclass.
3.Discusstheanswerswiththeclass.
Period4
Teachingofnewlesson
Step1SelfCheck
SBPage73,Part1.
1.AskSstofillintheblanksontheirown.
2.Checktheanswers.
3.AskSstomaketheirownsentenceswiththewords.
4.Writeanumberofstudents’answersforeachwordontheboard
SBPage73,Part2.
1.Readtheinstructionswiththestudents.
2.AskSstocompletethetaskbyinterviewingotherstudents.
3.AskSstosharetheirresultswiththeclass.
SBPage73,Part3.
1.Readtheinstructionsandsampleanswerwiththestudents.
2.AskSstocompletethetask.
3.AskSstosharetheirshortreportwiththeclass.MakesureSsincludedetails.
Step2While-reading
HaveyoueverbeentoSingapore?
SBPage74,Section1.
1.AskSsiftheyhaveeverthoughtabouttravelingtoafavoriteforeigndestination.Elicitideasasaclass.
2.Askthegroupstochooseoneofthecapitalcitiesintheboxandwritefourthingsthegroupknowsaboutit.
3.Discussanswerasaclass.
SBPage74,Section2.
AskSstoreadslowlyandthoughtfully.Theyshouldbeawareofthewordstheyarereadingastheyread.
SBPage75,Section3.
1.AskSstoscanthereadingtofindmorewordsforthedifferentcategories.
2.Asktheclassforanyunusualwordsthattheyhavefound.
3.3c.TellSstofirstreadthefalseinformationgivenintheexercise.Thenaskthemtoscanthereadingtofindthecorrectdetailstowriteatruesentence.
4.Sscompletethetask.
5.Checktheanswers.
ExercisedesigningforPeriod4:单项选择
()1.HetoCanada,soyoucannotseehimrecently.
A.wentB.hasbeenC.hasgoneD.havebeengone
()2.—haveyoubeentheresinceyoubecameateacher
—Twice.
A.HowoftenB.Howsoon
C.HowlongD.Hoemanytimes
()3.LondonhaseverhostedthemodernOlympicsParis.
A.SodoesB.Sohas
C.NordoesD.Neitherhas
()4.—Ihaven’tbeentothespacemuseum.
—.
A.SodoIB.Metoo
C.MeneitherD.SohaveI
()5.Therearemanystoresyoucanbuysouvenirsfrommyhometown.
A.whichB.whereC.whenD.there
Unit7Wouldyoumindturningdownthemusic?
Unit7Wouldyoumindturningdownthemusic?
Importantpoints:
A:Wouldyouminddoingsth?
B:I’msorry.I’lldoitrightaway.
A:Wouldyoumindnotdoingsth?
B:Sorry.We’llgoandplayinthepark.
Difficultpoints:
比较:Wouldyoumind(not)doingsth?
Couldyoupleasedosth?
Pleasedosth.
Youhavetodosth.
Structures:
Wouldyoumindcleaningyourroom?
I’msorry.I’lldoitrightaway.
Wouldyoumindmovingyourbike?
No,notatall.I’lldoitrightaway.
Period1
Teachingprocedures:
Step1Assignthetask
WritethefollowingrequestsontheBb:
Canyougivemethebook?
Pleasegivemethebook.
Wouldyoumindgivingmeyourbook.
Explainthatthelastexampleisaverypolitewayofmakingarequest.
Step2WarmupSectionA(1a-1c)
SBPage52,1a.
1.Pointtothefourrequestsinthebox.SayeachphrasetotheclassandasktheSstorepeatit.
2.Pointtothepicture.AskSstowritetheletterofeachrequestinthecorrectplaceinthepicture.
3.Correcttheanswers.
SBPage52,1b.
1.Pointtothelistofrequestsinactivity1a.Playtherecordingthefirsttime.Ssonlylisten.
2.Playtherecordingasecondtime.Correcttheanswers.
SBPage52,1c.
1.Asktwostudentstoreadthewordsinthesampledialogueinactivity1c.Say,You’llworkwithyourpartner.Makerequests.
2.Asktwopairstosaytheirconversationstotheclass.
Step3Pre-taskSectionA(2a-2c)
SBPage53,2a.
1.Readtheinstructionswiththestudents.Playtherecordingthefirsttime.Ssonlylisten.
2.Playtherecordingasecondtime.AskSstowritethenumberofeachconversation.
3.Correcttheanswers.
SBPage53,2b.
1.Pointoutthefiveresponsesinactivity2b.AskdifferentSstoreadeachonetotheclass.
2.Playtherecording.thistimeaskSstofillinthelettersofthepicturesinfrontoftheresponses.
3.Correcttheanswers.
SBPage53,2c.
AsktwoSstoreadthewordsinthesampledialogue.Say,Makeconversationslikethisabouttheinformationabove.
Step4GrammarFocus
1.Reviewthegrammarbox.Askstudentstosaythestatementsandresponses.
2.Askstudentstotalkaboutthedifferencesamongthedifferentsentences.
Exercise:汉译英:
a)你介意把门关上吗？好的，我马上就办。
b)你介意把收音机关小点儿声吗？不，一点也不。
c)请不要在教室里大声说话好吗？对不起。
Period2
Teachingprocedures:
Step1Pre-task
SBPage54,3a.
1.Readtheinstructions.Pointtothepictures.AskSstoexplainwhatishappeningineachpicture.
2.Pointtothenote.AskSstoreadthenoteandfillinanswers.
3.Checktheanswers.
SBPage54,3b.
1.Readtheinstructions.Pointoutthelistofrequestsandcommandsinthebox.
2.AskSstomakeconversationlikethesampledialogue.
3.Askseveralpairstosayoneoftheirconversationstotheclass.
SBPage54,Part4.
1.AskSstocompletetheworkingroups.
2.Askafewstudentstosharethesampleconversation.
Homework:完成对话
A:mindup?Youtohelpmeinthekitchen.
B:OK.I’llgetupright.DoIhavetothedishes.
A:Yes,andyouhavetohelpmedinner.
B:OK.WhenIfinish,youhelpmemyhomework?
A:Sure.
Period3
Teachingprocedures:
Step1Assigntask
Teachthenewwords.
SBPage55,1a.
1.ReadtheinstructionandaskSstoreadeachsituationandthinkaboutthetwoquestions.
2.Asksomestudentstosharetheiranswerswiththeclass.Askotherstudentswhethertheyagreewiththeopinionsornot.
SBPage55,1b.
1.Helpthestudentsunderstandthatsomethingthatisunpleasantorsomethingthatbothersyouisannoying.
2.Thenaskthestudentstonumbertheideasfrommostannoyingtoleastannoying.
3.Asktheclasstovoteonthemostannoyingitemonthelist.
SBPage55,2a.
1.Readtheinstructions.Playther4ecording.ThistimeSsonlylisten.Answeranyquestionstheyhaveabouttherecording.
2.Playtherecordingagainandaskthestudentstowritethenumber1,2and3infrontofthecorrectpictures.
3.Correcttheanswers.
SBPage55,2b.
1.Say,Listentothethreeconversationsagain.Thistimewritethesituations,problemsandsolutionsinthechart.
2.Pointoutthesampleanswers.Playtherecordingagain.AskSstofillintheanswersontheirown.Youmayneedtopausethetapefromtimetotimetoallowstudentstowriteanswersintheirbooks.
3.Checktheanswers.
SBPage55,2c.
1.Readtheinstructions.Pointouttheproblemsinactivity2b.
2.Askoneortwostudentstosaytheconversationstotheclass.
Step2While-task
SBPage56,3a.
1.Readthearticletotheclass.AskSswhichwordstheydon’tunderstand.Writethesewordsontheboard.
2.Askstudentstounderlinethethingsthatareannoying.Thenhavethestudentscirclewhatpeopledowhensomethingannoyinghappen.
3.Correcttheanswerswiththeclass.
SBPage56,3b.
1.Lookateachpicturewiththeclass.Askdifferentstudentstotellwhatishappeningineachpicture.
2.Readtheinstructionsandaskstudentstocompletetheactivityontheirown.
3.Checktheanswers.
SBPage56,Part4.
1.Thisactivityprovidesspeaking,listeningandwritingpracticeusingthetargetlanguage.
2.Askstudentstocompletetheworkingroups.
Period4
Teachingprocedures:
Step1SelfCheck
SBPage57,Part1.
1.AskSstofillintheblanksontheirown.Checktheanswers.
2.AskSstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.
SBPage57,Part2.
1.Askthestudentswhatmightbeannoyinginthepicture.
2.Askthestudentstowritetheletterontheirown.
3.Askafewstudentstosharetheirletters.
Step2While-reading
SBPage58,Section1.
1.Readthetitle.Askthestudentstopredictwhattheythinkthearticleisaboutbasedonthearticle.
2.Lookatthepicture.Askstudentstodescribewhatishappeninginthepicture.
SBPage58,Section2.
1.EncourageSstousethereadingstrategyofscanningforspecificinformation.
2.AskSstoreadthearticlecarefullyoncetime.ThenaskSstoraisetheirhandsandsaywhichwordsandsentencestheydon’tunderstand.EncourageSstoreadincontest,guessingthemeaningofwordsandphrasesfromtheotherwordsaroundthem.
3.AsktheSstoreadthearticleagainforcomprehension.
SBPage58,Section3.
1.completethetask.Sscanworkindividuallyorinpairs.
2.Checktheanswers.
3.Practicestudents’speakingandlisteningskills.
Homework:词组翻译
1.控制你的声音2.熄灭3.例如
4.在公共场所5.捡起垃圾6.实际上
7.排队8.变得气恼
Unit7Wouldyoumindturningdownthemusic?（TheFirst
TeachingAimsandDemands
(1)Keyvocabulary:mind,notatall,turndown,yard,rightaway
(2)Keystructures:
--Wouldyoumind(not)doing…?
--No,notatall./Sorry,I’lldoitrightnow./OK,I’lldoitrightaway.Sorry,Iwon’tdoitagain.
Difficultpoints:Theresponses.
Teachingaids:Multi-media
TeachingProcedures:
Step1:Freetalk
1.Greetings.
2.T:Doyoulikethemusic?Whatdoyoulikedoing?
S:Yes,Ido.Ilike-----.
T:Canweplaybasketballintheclassroom?
S:No,wecan’t.
T:Sowehaveschoolrules.Whatschoolrulesdoyouknow?
S:Don’t…Please….
T:Ifyouplaybasketballintheclassroom,theteacherwill….
Ifyouplaybasketballathome,yourparentswill….
Whatwillhappenifyouplaybasketballintheneighborhood?
S:Otherpeoplewillbemadatme.Theywillsay,“Don’tplay…!”.
Step2:Leadin
1.Talkaboutthepicturein1a.
S1:Themusicistooloud.
S2:Thereistoomuchtrash.
S3:Thebikeisnearthedoor.
S4:Twoboysareplayingbaseballintheyard.
T:Whatwillyousaytothem?
S5:Turndownthemusic,please.
S6:Don’tplaybaseballintheyard.
…
2.T:Whatotherpeoplearesayingtothem.Let’slistentothetape.Andnumbertherequestsintheorderyouhear.
3.Listenandchecktheanswertogether.
Step3.SectionA2b
1.T:Soifthemusicistooloud,Icansay,“Wouldyoumindturningdowntheradio?”.Iftheyardisdirty,yourmotherwillsay,“Wouldyoumindcleaningtheyard”.Andifyouplaybasketballintheclassroom,theteacherwillsay,“Wouldyoumindnotplayingbasketballintheclassroom?”
2.Sslookatthepicturesandmakerequests.
3.Presenttheresponsesatthesametime.
T:Let’slistentoanotherfiveconversationsandmatchtherequestswiththeresponses(2b).
4.Listenandrepeat.
5.Checktheanswerinpairs.
Step4.Practice
1.Asktheclassmatestomakeconversationsaccordingtothepicturesonthescreen,using“Wouldyoumind…?”.
2.Haveacompetitionbetweenboysandgirls.
3.Tasks.Showtennumbers(1-10)onthescreen,eachofwhichhasanactivity.AskSstomakeproperrequests.
Step5.Makeaconversation
ShowSsamodelandaskthemtoroleplayconversationsbetweenateacherandastudentinpairs.
Step6:Homework
1.Writedowntheconversationintheexercisebooks.
2.Findoutmorepolitewaystomakerequests.
点评人：
长兴县教育局教育研究中心范祖丽
课程改革的实施和不断深入，对外语教学提出了较高的要求。教师的教和学生的学发生了根本的变化。对我们外语教师来说是一次机遇，更是一次挑战。应此适应课改的要求是我们的必须；教学技能的提高是我们的责任；高效有序的课堂是我们的追求；学生综合能力的培养是我们的目标。詹老师的课给了我们很多启迪。她做到了胸中有标、手中有本、眼中有生。课堂教学以课标为支撑，扎实处理教材文本，以学生为中心，平凡中见精彩。
一、准备充分，备课认真
一堂精彩流畅的英语课需要教师的精心准备和充分备课。詹老师对教材做了通透的专研和了解，课堂内容丰富，容量较大。从信息的收集、过程的安排、问题的设置、对话的编制、各环节之间的启承转合中无不透出教师备课的精心和细心，为课堂的顺利实施打下良好的基础。
二、目标明确，符合实际
明确具体的教学目标是保证课堂高效率的重中之重。课堂过程中可以看出詹老师本节课的教学目标较具体：1.学习如何礼貌地向他人提出建议、要求及如何表示歉意；2.培养学生的礼貌行为，了解英语国家中向他人提出要求及道歉的方式；并能在生活中运用；3.在对话中注重养成乐于帮助他人，热爱劳动的良好品质。难度适中，符合学生接受水平，让学生在知识能力上得到发展，认知和情感也同步和谐发展。
三、巧设话题，自然导入
詹老师用经常发生在学生身边的事，非常贴近学生生活实际的对话导入课文。从谈论天气到打篮球，教室里不能打篮球的原因到老师会怎么说，非常自然地引出本节课重点句型。从教学内容和学生实际的结合点去巧妙生成话题，简洁明了，既拉近了师生间的距离，又点燃了学生说英语的愿望，激发了他们的学习兴趣，气氛热烈。
四、教学过程，由易到难
课堂设计从句子呈现---听力理解---句子配对（问答小对话）---游戏（根据指令做事）---自编对话，由浅入深，层层递进。这个过程中穿插了个体、两人、多人间的活动；有情景创设，学生的竞赛活动，听读活动。学生有一个input—intake—output的学习过程，符合听说课的要求。
五、教材文本，充分利用
教材是多方专家根据新《课程标准》的要求组织编写的，是课程标准最主要的载体。詹老师在具体处理教材的过程中，充分利用教材，基本按教材的编排体系授课，并没有对教材内容作很多的增加、删减、整合或过多的自由发挥和加深难度，朴实无华。根据学校、教师、学生等具体情况用好教材，对学生进行听说读写训练，符合实事求是原则。
六、素质良好，调控课堂
詹老师教态自然，亲切和蔼，娓娓道来；语音语调正确流畅，给人以美的享受；媒体制作精良、实用，起到了教学的辅助作用；在詹老师的引导下，学生积极踊跃，体验英语，快乐学习。
教学是一门充满遗憾的艺术，詹老师的课也带给我们一些思考
一、提高教学目标的达成度
本节课语言目标是Makerequestsandapologize。但课堂中以句型Wouldyouminddoing/notdoing为主线，对在各种情景下的肯定或否定回答匆匆带过，难点未有效突破，操练铺垫不够，导致学生在进行apologize的语言输出时只会说Sorry，I’lldoitrightaway.且在很多场合下用错。学生的能力发展受到限制。
二、创设情景的真实性和语言的得体性
导入后的教学过程中，教师设计了任务活动和情景对话，追求情境教学的生活化，但任务中的很多内容不符合课堂中的学生实际，也不符合英语国家的生活习惯，只是起到了练习语言结构的作用，形式和意义没有很好地相结合，没有实现学生间的真正交际。
三、更好地体现教师的课堂评价作用
有效的课堂评价能让学生品尝成功的愉悦，增强学习信心，发现自己的不足，明确努力的方向。但詹老师对学生在课堂中的活动缺乏激励性的评价语；对学生在交流过程中重复出现的语言错误没有及时地指出和纠正；对活动的结果也没有一个客观的评价。缺少诊断、激励作用。
本次“携手行动”使许多在偏远农村任教的教师有了展示自我，互相学习的机会，明确了努力的方向。教学有法，教无定法，贵在得法。只要我们理念先进，行为跟进，定能取得课堂教学的有效和高效。
温州市洞头县教育局教研室陈薇蔚
今天上午听了Unit7Wouldyoumindturningdownthemusic?（SectionAPeriod1）一课。在这里谈谈自己对该课的一些想法。
我们本次“携手行动”的主题是“如何有效地开展教学”。在讲到课堂教学的有效性时，我想我们首先应该把目光投向今天课堂中的主体——全体学生。因为我们教学的根本宗旨是使大部分学生甚至是全体学生综合使用英语，同时让他们的个性和能力得到发展。我们大家可以看到在本堂听说课中，学生对老师的提问和布置的任务始终保持着较高的热情，师生情感达到双向和谐交流。学生的听说能力在原有的基础上得到了一定的发展——大部分学生学会了如何礼貌地向别人提出请求Wouldyoumindcleaningtheclassroom?并根据实际情况作出应答OK.I’lldoitinaminute.等，且学生的口语非常流畅。学生的参与面广，学生的回答次数达70次以上；学生有充分的活动时间，有25分钟以上。学生在本堂课中学得十分轻松、愉快。但是我们的学生的口语已具备流畅性的时候，我们教师是否应该更关注学生口语的准确性。在本堂课中学生表达的时候，在发音和语言结构上犯了较多的错误，而詹老师却没能适时纠正引导，而导致学生对自己表达的准确性缺乏关注。
本堂课，詹老师能根据课标、教材和学生实际来确立本课的教学目标。詹老师通过学生最熟悉的学校生活（schoolrules）和日常生活（neighborhood）入手创设情境，不断启发、引导学生（Doyouwanttoliveintheneighborhood?Whynot?Whatwillyousayifyoulivehere?...）。学生通过一定量的听的输入（10分钟）和灵活多样的师生互动、生生互动巩固了本课的重点。如果詹老师能把本课的重点加以板书，相信学生口语表达的准确性会有所提高。另外，詹老师对Wouldyouminddoingsomething?含有抱怨情绪没进行扩展，学生对Wouldyouminddoingsomething?只理解成表示请求，导致回答区分不开。
从本课的教学程序上看，体现了一个“清”字（Lead-in—Presentation—Drill—Practice—Consolidation）。各环节紧密相连，过度自然。尤其是本课的导入能从学生的校园生活入手，符合学生的生活经历和认知水平，让学生有话可说。课堂中任务的设置紧紧围绕教学目标开展，由易到难、层层深入：从listening---askandanswer---askyourpartnertodosomechorce---asksomeonetodosomething---trytobeapolitestudent。詹老师把学生从生活带进课本再带到生活。这说明面对新课程，我们老师不再只是教材忠实的执行者，而成为了教材的重构者。但詹老师对课堂最后的conversation的选材不够仔细，使学生不能较好地完成任务。
因此，我们在追求有效开展教学的时候，我们不能忽视了课堂的主导—教师。通过本堂课，我们可以看到詹老师自身的学科专业素养高，教态自然大方，非常有亲和力。本堂课不仅学生学得高兴，听课的老师们也听得轻松愉快。
两点建议：1.对于农村学生来说在发展他们学习能力的同时不应忽视对英语语言知识和技能掌握。如果本堂课，詹老师让学生把基础知识Wouldyouminddoingsomething?及其回答学得扎实一点，那么对后面任务的落实效果可能会更好。2.在课堂中，教师不只是引导者，同时也担负着参与者、评价者等多重角色。在本堂课中，詹老师如果能多一些师生的多向思维碰撞和交流，并及时对学生的表现进行适当的评价，本堂课的教学应该能更有效地开展起来。
衢州市龙游县教研室詹彩春
本次活动的主题确定为“如何有效开展技能教学”，本人认为是非常有指导意义的。何为技能教学？就是在课堂教学中应当重视学生语言技能的训练与培养。这也是新课程标准所要求的。而我们相当多的英语课堂教学存在知识性有余而技能训练不足的现象。因此，提出或重申“技能教学”，把英语技能教学放在突出的位置是十分必要的。
听了詹老师的课，总的来说，本堂课是较为成功的一堂课，给我们有很多的启发：
一、教学理念新颖
本堂课较好地体现了新课程的教学理念，“动中学，学中用”（LearningEnglishbydoingthings,andlearningEnglishfordoingthings）,将新课程所倡导的任务型教学贯穿于课堂教学的始终，即：以任务为中心，以学生为主体，以活动为载体的教学模式（Task-based,students-centeredandactivities-adopted）,学生的主体地位得到了较好的体现，凸显了英语技能的教学。詹老师围绕本堂课的教学主题，Wouldyoumindturningdownthemusic?设计了一系列的教学活动，较好地激发了学生的学习热情和参与的积极性。
二、教学效果明显
主要体现于两个方面：1）活动设计较为真实有效。从Lead-in:Askthestudentstodiscussaboutthe“Does”and“Don’ts”intheirschooldailylives,然后到Expresstheirfeelingsbecauseoftheirneighbours’badbehaviors，活动的设计贴近学生的日常生活，紧紧围绕主体，避免了为了导入而导入，让学生有话可说，有话能说，从而达到导入的目的。
通过新课的教学，在大量的input以后，詹老师设计了pairwork:Askandanswerinpurposeofimitatingthedialogue:
---Wouldyoumind(not)doing...?
---Ok/Sorry/No,…
让学生较充分地模仿重点句型，为接下来的drills作铺垫。接下来詹老师设计巩固性活动，Chooseanumberandmakeashortdialogueaccordingtothetopichintedbythenumberchosen.学生参与积极，体现了由input到output的转变，最后到活动，trytobeapolitestudent和活动Conversation.活动的设计贴近学生的生活时间，由易到难，体现了活动的梯度性；活动与活动之间环环相扣，过度自然。
2）教学目标的达成，难点的突破。本节课的教学难点应该在Wouldyoumind(not)doing?句型中minddoingsomething的语言现象。詹老师没有刻意去讲解这一语法现象，而是通过不断的操练，使学生得到足够的体验，从而使学生在不知不觉中掌握了这一语言现象。
三、学生参与积极
新课程要求教师充分调动学生的学习热情，通过合作、参与、探究、体验来习得语言。本堂课詹老师比较注重培养和调动学生的学习热情，激发学生积极参与到课堂教学活动中来。参与（participation）,我们着重关注其两个方面，即：参与的面和参与的能力（abilityofparticipation）,从学生的课堂活动表现来看，绝大部分学生能积极参与到课堂教学活动中，而且学生在活动的展示中也显示了较强的参与能力。
最后提两点建议：
1、尽管詹老师注意到了课堂教学的过程评价（evaluation），但本人认为教师评价的随意性太大，棋子要爬多高，都是老师说了算，民主性、客观性体现不够，对学生的课堂表现评价不到位，不可避免的会出现评价“泛”和“滥”的现象，不利于激发学生，培养学生的民主竞争意识。
2、师生的互动（interaction）不够。新课程要求教师要成为课堂活动的设计者，开展活动的指挥者，活动过程的参与者，活动结果的评价者，活动中的帮助者等。所以要求教师要参与到活动中去。互动（interaction）的本身包括两个方面：interactionbetweentheteacherandthestudents;interactionamongthestudents。前者是点，后者为面，师生互动为的是示范，为生生互动做示范，可谓以点带面。比如，在Trytobeapolitestudent活动中，正是因为缺少师生互动的示范作用，导致学生不能很好的理解老师的意图，活动开展的不是十分流畅；在Conversation活动中，教师要求学生makeasimilardialoguebetweenateacherandastudent.这是如果老师参与其中，给学生做个示范，活动就会显得再真实不过了。
