Step 4. Group work (4)1. Ask a pair of students to read the dialogue. Say, This activity provides speaking, listening and writing practice using the target language.2. Ask students to complete the work in groups.3. Check the answers with the whole class. 4. Explain some of the language points. Step 5. Word review (Self check 1)1. Ask students to read the words and the phrases given. 2. Fill in the blanks with proper forms of these words to complete the sentences. 3. Check the answers with the whole class. Homework:Do activity 2 on page 57 after class. Period 6Teaching aims: 1. Teach vocabulary words and the useful expressions. 2. Enable the students to learn etiquette in different culture. 3. Help the students learn how to behave politely in public places and in daily life. Teaching procedures:Step 1. RevisionHelp students to review the function of making requests through a free talk. Then lead them to the topic of etiquette. Explain the meaning of etiquette. Or, ask students to look it up in the dictionary. Step 2. Pre-reading (Section 1)1. Ask students to read the picture and make a list with their partner about how many rules of etiquette can be seen being broken.
二、說(shuō)教學(xué)目標(biāo):由于本單元的五個(gè)話題都涉及到了不同的條件下所產(chǎn)生的各種結(jié)果。所以我確定的本課時(shí)的教學(xué)目標(biāo)是:通過(guò)談?wù)搱D片和身邊常見(jiàn)的話題,學(xué)會(huì)if引導(dǎo)的條件狀語(yǔ)從句的用法。即用if條件狀語(yǔ)從句作出假設(shè),用will來(lái)談?wù)摻Y(jié)果。三、說(shuō)教學(xué)重點(diǎn):一方面,由于本單元的話題是談?wù)摻Y(jié)果,那么在不同的情境下其結(jié)果也會(huì)不一樣,所以根據(jù)不同的情境來(lái)推測(cè)并談?wù)摳鞣N結(jié)果是個(gè)重點(diǎn)。另一方面,因?yàn)閷W(xué)生沒(méi)有一個(gè)好的語(yǔ)言氛圍,所以我側(cè)重于聽(tīng)力和口語(yǔ)的培養(yǎng),多創(chuàng)設(shè)情境能讓學(xué)生發(fā)揮想象,以此激發(fā)他們的學(xué)習(xí)興趣,。四、說(shuō)教學(xué)難點(diǎn)學(xué)生容易記住主句用一般將來(lái)時(shí)態(tài),從句用一般現(xiàn)在時(shí)態(tài),但在判斷主句、從句方面容易混淆,因此,我將正確使用主句從句的時(shí)態(tài)定為本課時(shí)的難點(diǎn)。
知識(shí)目標(biāo):a. 掌握新單詞:shout; jump down; climb; scaredb. 掌握并會(huì)運(yùn)用句型:—What were you doing at 8o’clock last night?—I was doing my homework.技能目標(biāo):a. 能聽(tīng)懂聽(tīng)力材料的內(nèi)容,并能做出相應(yīng)的練習(xí)。b. 提高學(xué)生聽(tīng)和說(shuō)的能力。二.教法與學(xué)法本節(jié)課采取了任務(wù)型教學(xué)法,通過(guò)讓學(xué)生完成不同的任務(wù)來(lái)完成不同的教學(xué)活動(dòng)。本節(jié)課采用了Brainstorming、Pairwork、Groupwork等活動(dòng),實(shí)現(xiàn)了讓學(xué)生說(shuō)的目標(biāo)。通過(guò)補(bǔ)充故事讓學(xué)生鞏固新學(xué)的單詞,通過(guò)小組的活動(dòng)讓學(xué)生參與到問(wèn)題的討論中,讓學(xué)生開(kāi)口說(shuō)。三.學(xué)情分析通過(guò)幾個(gè)學(xué)期的學(xué)習(xí),學(xué)生已經(jīng)積累了一定的詞匯,并熟練掌握了一些句型。本節(jié)課的熱身部分是給了學(xué)生一個(gè)問(wèn)題:What were you doing at 8 o’clock last night? 通過(guò)學(xué)生本身的活動(dòng)來(lái)引起他們的興趣,并對(duì)前面的內(nèi)容進(jìn)行了復(fù)習(xí)。四.教學(xué)重難點(diǎn)a.掌握本節(jié)課所學(xué)新單詞:shout; jump down; climb; scaredb.掌握和鞏固本單元的句型和語(yǔ)法(過(guò)去進(jìn)行時(shí))
區(qū)分賓語(yǔ)從句、定于從句和狀語(yǔ)從句賓語(yǔ)從句和狀語(yǔ)從句,都叫做主從復(fù)合句。賓語(yǔ)從句主要是中考必考的,是初中階段必掌握的從句,賓語(yǔ)從句主要是掌握三要素,所謂賓語(yǔ)從句,就是賓語(yǔ)在主從復(fù)合句當(dāng)中充當(dāng)賓語(yǔ)的一個(gè)句子,叫做賓語(yǔ)從句。主句的謂語(yǔ)動(dòng)詞是及物動(dòng)詞,后面如果是詞或者是短語(yǔ)的話,是簡(jiǎn)單句,如果是句子的話,肯定是賓語(yǔ)從句。I know that he good at English.就是賓語(yǔ)從句,三要素,一要素是要注意連詞,連詞一共學(xué)了三類連詞,一類連詞是that口語(yǔ)當(dāng)中可以省略,就像剛才說(shuō)的那一句,I hear he is good at English.還有疑問(wèn)代詞、疑問(wèn)副詞,how where when,疑問(wèn)代詞、疑問(wèn)副詞。還有一類連詞weather是否的意思,不是狀語(yǔ)從句當(dāng)中的如果,這一定要和如果區(qū)分開(kāi),這是是否。I don't know if he interested at English。賓語(yǔ)從句要注意if是連詞。第二要素是語(yǔ)序,要用陳述舉語(yǔ)序。比如說(shuō)你家有幾口人,我們都說(shuō)How many people are there in you family?但是這是簡(jiǎn)單句,一旦說(shuō)成賓語(yǔ)從句,你可以告訴我你家有幾口人嗎?Could you tell me how many people there are in you family ?
1. 教材的地位及作用:本單元圍繞談?wù)撨^(guò)去的經(jīng)歷,學(xué)習(xí)使用現(xiàn)在完成時(shí)態(tài)。通過(guò)對(duì)學(xué)生們喜聞樂(lè)見(jiàn)的一些娛樂(lè)場(chǎng)所(fun places)的描述,反復(fù)運(yùn)用句型Have you ever been to…? I’ve never been to…. 來(lái)激發(fā)他們使用本單元所學(xué)單詞的興趣。教材中提供的所有活動(dòng)都以現(xiàn)在完成時(shí)態(tài)為中心,通過(guò)一系列的聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練,來(lái)加深對(duì)現(xiàn)在完成時(shí)態(tài)的理解,明白英漢兩種在結(jié)構(gòu)及表達(dá)方法的一些異同點(diǎn)。從而提高他們運(yùn)用所學(xué)語(yǔ)言的綜合能力。2. 教材的結(jié)構(gòu)本單元分Section A 和Section B 兩部分。Section A 中通過(guò)所設(shè)計(jì)的各項(xiàng)任務(wù)呈現(xiàn)了兩篇聽(tīng)力課文和一篇閱讀理解。Section B則安排了一篇聽(tīng)力和兩篇小短文,用以加強(qiáng)對(duì)目標(biāo)語(yǔ)言的理解。Self Check 部分是用來(lái)檢查學(xué)生對(duì)本單元所學(xué)目標(biāo)語(yǔ)言的綜合運(yùn)用能力。單元后的語(yǔ)篇訓(xùn)練旨在通過(guò)目標(biāo)語(yǔ)言培養(yǎng)學(xué)生的閱讀理解能力,掌握一些基本的閱讀技巧。3. 教學(xué)目標(biāo)(知識(shí)目標(biāo)、能力目標(biāo)、情感目標(biāo))
Would you mind turning downthe music? 第一課時(shí)說(shuō)課稿
一.教材分析:
1、教材的地位及作用:
新目標(biāo)英語(yǔ)八年級(jí)下冊(cè),第七單元第一課時(shí),本單元主要是運(yùn)用Would you mind doing…?這個(gè)句型來(lái)提出客氣的請(qǐng)求,并能作出相應(yīng)的回答,本節(jié)課主要復(fù)習(xí)一些短語(yǔ),及兩個(gè)表禮貌請(qǐng)求的句型并學(xué)習(xí)Would you mind…?的用法,并能運(yùn)用它們進(jìn)行對(duì)話練習(xí),提出委婉的請(qǐng)求。
2、教學(xué)目標(biāo):(知識(shí)目標(biāo)、能力目標(biāo)、情感目標(biāo))
知識(shí)目標(biāo):
(1)學(xué)習(xí)詞匯:mind ,yard,dish,turn down,right away,in a minute,not at all
(2)掌握句子:Would you mind doing…?Could you please do sth ?Would you liketo do sth ?No,not at all./Certainly not./Of course not.能力目標(biāo):提高學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)及知識(shí)自學(xué)的綜合能力。
情感目標(biāo):通過(guò)形象、生動(dòng)的教學(xué)使學(xué)生掌握如何向他人提出有禮貌的請(qǐng)求,培養(yǎng)學(xué)生在日常生活中禮貌待人。
學(xué)習(xí)策略目標(biāo):自主學(xué)習(xí)及小組合作探究,善于抓住語(yǔ)言交際的機(jī)會(huì)。
確立教學(xué)目標(biāo)的依據(jù):
根據(jù)英語(yǔ)課程標(biāo)準(zhǔn)規(guī)定,通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練,使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和為交際初步運(yùn)用英語(yǔ)的能力,激發(fā)學(xué)生的學(xué)習(xí)興趣,為進(jìn)一步學(xué)習(xí)打好初步的基礎(chǔ)。綜合素質(zhì)教育得到提高。
3、重點(diǎn)與難點(diǎn):
重點(diǎn):學(xué)會(huì)句型Would you mind doing…?
難點(diǎn):提出客氣的請(qǐng)求并作出相應(yīng)回答。
確立重點(diǎn)與難點(diǎn)的依據(jù):根據(jù)課程標(biāo)準(zhǔn)的要求,及本課在教材中所處的地位和作用。
二、說(shuō)教法及學(xué)法:
本節(jié)課我主要采用先學(xué)后教,小組合作探究學(xué)習(xí)的教學(xué)法。如在自學(xué)提示中設(shè)置一些問(wèn)題,使學(xué)生在回答問(wèn)題中總結(jié)語(yǔ)法點(diǎn)。自學(xué)后在小組內(nèi)交流,相互幫助學(xué)習(xí)、理解。而老師起到了引導(dǎo)的作用,把課堂的主體交給學(xué)生。
三、說(shuō)流程:
1.總體設(shè)計(jì)及依據(jù)
課前熱身-自學(xué)提示—短語(yǔ)積累-對(duì)話練習(xí)-活學(xué)活用—能力提升—作業(yè)布置
制定依據(jù):
⑴遵循人類認(rèn)識(shí)過(guò)程的普遍規(guī)律和學(xué)生認(rèn)識(shí)活動(dòng)的特點(diǎn)。
⑵教師為主導(dǎo),學(xué)生為主體。
2.分步設(shè)計(jì)及依據(jù)
Step1課前熱身
通過(guò)完成四道小題,回顧并總結(jié)兩種表客氣的提出請(qǐng)求的句型Could you please(not)do sth ?Would you like(not) to do sth ?同時(shí)引出本節(jié)即將學(xué)習(xí)的另外一種表達(dá)法Would you mind…? 為新課活動(dòng)做準(zhǔn)備。
Step 2自學(xué)提示
通過(guò)在語(yǔ)法講解中設(shè)立問(wèn)題,讓學(xué)生自學(xué)完成任務(wù),并在通過(guò)自學(xué)后,學(xué)生自主總結(jié)出“Would you mind+doing/one’s doing/if從句?”的用法。變被動(dòng)死記硬背為主動(dòng)歸納,加深對(duì)語(yǔ)法的理解能力,有利于學(xué)生記憶語(yǔ)法深刻、牢固。
Step3短語(yǔ)積累
用圖片學(xué)習(xí)及復(fù)習(xí)本節(jié)重點(diǎn)短語(yǔ)。直觀教學(xué),加深印象,并為下一環(huán)節(jié)對(duì)話練習(xí)做好準(zhǔn)備。
Step4對(duì)話練習(xí)
根據(jù)所學(xué)句型及短語(yǔ)進(jìn)行對(duì)話練習(xí),讓學(xué)生學(xué)會(huì)交際使用,訓(xùn)練說(shuō)的能力。
Step5活學(xué)活用
設(shè)立習(xí)題,對(duì)所學(xué)知識(shí)進(jìn)行當(dāng)堂訓(xùn)練,考察學(xué)生對(duì)知識(shí)的掌握程度,加深語(yǔ)法理解,培養(yǎng)做題的速度及準(zhǔn)確度。
Step6能力提升
安排學(xué)生運(yùn)用本節(jié)句型,寫(xiě)一個(gè)簡(jiǎn)短便條,委婉地請(qǐng)求朋友幫忙,培養(yǎng)學(xué)生寫(xiě)作能力。
Step7小結(jié)及作業(yè)布置
給學(xué)生1分鐘,讓他們總結(jié)出本節(jié)的收獲,并教育學(xué)生在日常生活中要做一個(gè)有禮貌的人。給學(xué)生布置課外作業(yè),鞏固所學(xué)知識(shí)。
Would you mind turning down the music?Section A說(shuō)課稿
1 教學(xué)內(nèi)容:
Go for it 八年級(jí)英語(yǔ)下冊(cè)單元Section A 部分。其核心內(nèi)容是“如何請(qǐng)求及表示歉意”。本部分始終圍繞著這一主題安排了聽(tīng)、說(shuō)、讀、寫(xiě)的活動(dòng)任務(wù),讓學(xué)生在這些環(huán)節(jié)中學(xué)會(huì)用更加禮貌的請(qǐng)求方式“Would you mind doing things ?”“Would you mind not doing things?” 以及表示歉意的回答—Sorry ,Not at all / I’ll do it right away 等。同時(shí),本人將分兩個(gè)課時(shí)完成。
3 教學(xué)目標(biāo):
根據(jù)“新課程標(biāo)準(zhǔn)”關(guān)于教學(xué)目標(biāo)的要求,結(jié)合本單元的具體內(nèi)容,在SECTION A部分,目標(biāo)細(xì)分如下:
1. 語(yǔ)言知識(shí)
A、詞匯---SECTION A部分新單詞較少,主要掌握如下:
dish,yard,wearjeans,puton,getoutof,inaminute.
B、語(yǔ)法---Would you mind doing sth
Would you mind not doing sth
復(fù)習(xí)could you please /could you /would you / have to 的用法
C、功能---學(xué)會(huì)禮貌性的請(qǐng)求和表示歉意
2. 學(xué)習(xí)策略
首先,是自主學(xué)習(xí)法。在本堂課中主要體現(xiàn)在學(xué)生看圖片討論、做聽(tīng)力、通過(guò)對(duì)話操練句型等環(huán)節(jié)中。
其次,是合作學(xué)習(xí)法,主要體現(xiàn)在自編對(duì)話,表演對(duì)話等環(huán)節(jié)中。
再次,是情景體驗(yàn)法。情景教學(xué)是本堂課自始至終的主線,如何請(qǐng)求別人做某事,就是讓學(xué)生在相應(yīng)的情景中體驗(yàn)出來(lái)的。
3. 情感目標(biāo)
A、學(xué)會(huì)拒絕或阻止他人的不禮貌行為,增強(qiáng)學(xué)生適應(yīng)社會(huì)的能力。
B、學(xué)會(huì)用平和的心態(tài)禮貌地處理好生活中遇到的或突發(fā)的難題。
5. 能力目標(biāo): 指導(dǎo)學(xué)生在自主探究和任務(wù)型教學(xué)模式中,讓學(xué)生學(xué)會(huì)用禮貌性的英語(yǔ)請(qǐng)求及如何表示歉意. 學(xué)會(huì)更好的與他人溝通。這亦是素質(zhì)教育的“以人為本”的目標(biāo)體現(xiàn)。
三.單元重難點(diǎn)
委婉地提出請(qǐng)求、表示歉意。
Would you mind moving the bike ? No, not at all
Would you mind not playing baseballhere ? Sorry , I’ll go and play in the park .
2.難點(diǎn)。
在實(shí)際的生活中委婉地表達(dá)自己的請(qǐng)求和歉意(即學(xué)生說(shuō)的能力培養(yǎng)),學(xué)會(huì)溝通。
四、學(xué)情分析及教學(xué)策略
本課話題來(lái)自學(xué)生的生活經(jīng)歷,在八年級(jí)上冊(cè)UNIT 11學(xué)生已經(jīng)學(xué)習(xí)了許多動(dòng)詞短語(yǔ),為表達(dá)提供了語(yǔ)言基礎(chǔ)。此外,學(xué)生已掌握了用祈使句和Can you…?/could you 及Could you please提出請(qǐng)求, 為本課的學(xué)習(xí)打下了鋪墊。具有了學(xué)習(xí)本單元知識(shí)的認(rèn)知前提,能自然的與本單元的話題銜接。但是,在語(yǔ)法上也就容易形成混淆。同時(shí),本單元是關(guān)于禮貌性的話題,內(nèi)容貼近生活,學(xué)生比較容易進(jìn)入角色。因而,教師在課堂中應(yīng)通過(guò)大量的生活場(chǎng)景圖片來(lái)促使學(xué)生積極地參與,在任務(wù)型教學(xué)活動(dòng)中,使學(xué)生有話想說(shuō),有話可說(shuō),在完成各項(xiàng)任務(wù)的過(guò)程中自主學(xué)習(xí)語(yǔ)言,提高他們綜合運(yùn)用語(yǔ)言的能力,學(xué)會(huì)更好地與他人溝通。使各層次的學(xué)生都有所收獲。
五、教學(xué)過(guò)程設(shè)計(jì)
Period1
1. Target language :
: Mind yard dish
Cleaning the yard /playing baseball/turning down the music /getting up /doing the dishes /wearing jeans /gettingout of the bathroom.
Key sentence: Would you mind moving your bike?
I’ll do it right away.
Would you mind not playing baseballhere?
Sorry. We’ll go and play in the park.
Ability goals:How to make request and Apologize
Learning Ability : Enable Ss to make request andapologize
Important and difficult points :make request using would you mind+ving structure .
1. Greeting and Warm-up:
T:Boys and girls , are you happy today ?
I’mvery happy ,too. Because I helped my mother do chores this morning . Whatchores do you often do at home ?
S: We do the dishes / do the laundry / washthe clothes / make the bed and so on . (熱身部分以簡(jiǎn)單的對(duì)話使學(xué)生說(shuō)出各種家務(wù)活短語(yǔ),為下一環(huán)節(jié)would you mind +ving 句型的操練做語(yǔ)言鋪墊)
2. Lead –in (With a picture )
(導(dǎo)入部分:首先,出示一張客廳的圖片,一一提問(wèn)學(xué)生以下幾個(gè)問(wèn)題,Where is it ? What do you think of it ?What should we do ? 引導(dǎo)學(xué)生回答:It’s Bob’s living room. It’s very dirty .We should clean theroom. 之后,讓學(xué)生猜媽媽對(duì)B所說(shuō)的話,猜的目的是使學(xué)生對(duì)以往所學(xué)的表示請(qǐng)求方式的一個(gè)回顧,更自然地引入本堂課的重點(diǎn)—禮貌性的請(qǐng)求他人做某事及歉意的表達(dá)。在圖片展示時(shí),告訴學(xué)生,would you mind +ving 是本節(jié)要學(xué)習(xí)的內(nèi)容,提示would you mind 后面的動(dòng)詞要加ing。
3. sweeping the floorfolding the clothesmaking the beddoing the laundrydoing the dishesbabysitting the sister .(之后,通過(guò)學(xué)生熟悉的短語(yǔ)操練Would you mind +ving 結(jié)構(gòu))
4. T ask: now , lets look at some pictures , can you find whatsmatter? Ss : the music is too loud . She use the telephone too long .and so on(在學(xué)生對(duì)重點(diǎn)結(jié)構(gòu)有一定的認(rèn)知基礎(chǔ)上,讓學(xué)生對(duì)書(shū)本1A部分進(jìn)行自由討論。尋找問(wèn)題,用目標(biāo)語(yǔ)would you mind 請(qǐng)求解決。自由討論是為完成1A的配圖及1B的聽(tīng)力減輕難度。)
5. Match and listen(1a-1b) . Then ask Ss to match and listen to1a.
4. Pair-work (在分角色讀完四組對(duì)話后,學(xué)生兩人一組編對(duì)話表演,在模仿的基礎(chǔ)上,學(xué)生進(jìn)一步的練習(xí)生活中如何請(qǐng)求他人做某事及表示歉意)。
5. Listen number and match (2a—2b)
1) show 5 pictures from 2A together, and ask Ss to make requestusing would you mind ? Then check their answers.
2) listen and number the pictures.Next, listen again and match request with apologize.(在2A聽(tīng)力之前,先讓學(xué)生對(duì)2A的5張圖片討論,說(shuō)出恰當(dāng)?shù)恼?qǐng)求方式,為該環(huán)節(jié)的聽(tīng)力做鋪墊。
6. Pair—work 以組對(duì)組或男對(duì)女的形式操練2A部分的對(duì)話。
7. Task 1---
Your neighbor made lots of noises lastnight . Today , you want to tell him not to do again , so if you are Xiao ming, how to make request ? and how to say sorry as neighbor . Four Ss as a groupwill act out your dialogue. Let’s see who is our best neighbor . (評(píng)價(jià))(為了鞏固學(xué)生對(duì)本堂課的重點(diǎn)(請(qǐng)求及表示歉意)的掌握,設(shè)計(jì)如下任務(wù):小明隔壁搬來(lái)一家新鄰居,但是,昨天晚上很吵,小明想上門(mén)提醒鄰居。如果你是小明,你會(huì)怎么說(shuō)?那么,你是新鄰居,你又會(huì)如何反應(yīng)呢?最后讓學(xué)生評(píng)出誰(shuí)是我們的好鄰居。
Homework: 二(1)班要制定一份英文班規(guī),請(qǐng)同學(xué)們用would you mind 開(kāi)頭列一份清單。
Period2
Teaching goals:
How to make request in real life ?
1. Lead-in: What do you often do on weekends ?
If your parents is not in , What can you dofor them ?
You help your parents do lots of things athome .
Now , let’s look some pictures from 3Aand see what Larry do at home for his mother 。Then ask S to read the requirement .Enable Ss to understand what they should do . After checking the answers on theblank ,explain the using difference amongwould you mind / could youplease / have to。。(在學(xué)生回答以上問(wèn)題后,讓學(xué)生先談?wù)?A的5張圖片,說(shuō)出圖片相關(guān)的短語(yǔ),這是為了在書(shū)寫(xiě)留言過(guò)程中,為學(xué)困生掃除短語(yǔ)障礙。同時(shí),在完成留言后,老師讓學(xué)生歸納would you mind / could you please /have to在語(yǔ)氣上的區(qū)別及不同形式的動(dòng)詞搭配。最后請(qǐng)幾個(gè)同學(xué)讀本組的作品,老師和其他同學(xué)一起點(diǎn)評(píng)。利用各種形式:師生互問(wèn)互答、分組對(duì)話、看圖說(shuō)話等反復(fù)操練句型,盡量讓學(xué)生脫口而出.通過(guò)這活動(dòng)學(xué)習(xí)并掌握f(shuō)eedthedog,cookdinner,gotothelibrary/returnthebooktothelibrary,
Doyourhomework Wash thedishes等短語(yǔ).,充分調(diào)動(dòng)了學(xué)生的積極性,吸引了全體學(xué)生的注意力
2. Pair-workTry your best to make dialogues as manyas possible using Would you , Could you , Have to
ORDER : Turn down the musicwash the dishesget upbabysit your little cousin (在3A的基礎(chǔ)上,讓學(xué)生分角色朗讀對(duì)話,再用表格中的短語(yǔ)編對(duì)話表演。鞏固對(duì)would you mind / could you please /have to的知識(shí)掌握)
3. Task2.4-groupwork 反復(fù)操練和鞏固應(yīng)用:為了調(diào)動(dòng)學(xué)生的積極性,老師宣布明天是學(xué)校開(kāi)放日,屆時(shí)會(huì)有很多外校教師和家長(zhǎng)到校參觀和聽(tīng)課。集體討論在學(xué)校開(kāi)放日,需要做哪些工作,并將所需要做的工作的內(nèi)容列表,為下一步作準(zhǔn)備。然后以小組為單位落實(shí)或分配所列出的工作,最后在全班進(jìn)行匯報(bào),看那組工作細(xì)致。利用分組對(duì)話,以及回答問(wèn)題、調(diào)查采訪等不同方式操練鞏固。使學(xué)生處于積極思維的狀態(tài)之中,全方位、多角度地培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力。
掌握和操練如下動(dòng)詞詞匯和句型:
make posters, clean the classroom,set up chairs in the classroom,
design the blackboard, welcome thepeople at the school gate,
hand out teaching plans or the booksto the people.
Would you mind…? Could you please…?Please /Please not … You have to…
Can you please…?
4. Homework :
Would you mind turning down the music?Section A說(shuō)課稿二
一、說(shuō)教材
(一)教材分析
本單元重點(diǎn)在于培養(yǎng)學(xué)生英語(yǔ)交際能力,并結(jié)合生活中切實(shí)常用的話題:給人們的日常行為提出一定的建議,做出禮貌的道歉行為來(lái)展開(kāi)基本語(yǔ)言內(nèi)容的教學(xué),并與第八單元的內(nèi)容具有一定的聯(lián)系。本單元遵循教材總體特點(diǎn),采用任務(wù)型教學(xué)模式,并融匯話題,交際功能和語(yǔ)言結(jié)構(gòu)would you mind doingsth? 進(jìn)而形成一套循序漸進(jìn)的生活化的學(xué)習(xí)程序。學(xué)生比較容易樂(lè)于接受,說(shuō)課的內(nèi)容是本單元Section A(1a~1c)部分,本課是單元首篇,以 Would you mind turningdown the music? 為主題,本節(jié)內(nèi)容具有詞匯量較大,強(qiáng)調(diào)綜合運(yùn)用,貼近生活實(shí)際等特點(diǎn)。通過(guò)本節(jié)學(xué)習(xí),可增加學(xué)生的單詞儲(chǔ)備量,提高學(xué)生綜合運(yùn)用能力,學(xué)生將學(xué)會(huì)用英文表達(dá)請(qǐng)求,表示歉意。在獲取基礎(chǔ)知識(shí),發(fā)展基本能力的同時(shí)進(jìn)一步強(qiáng)化學(xué)生學(xué)以致言,學(xué)以致用的英語(yǔ)學(xué)習(xí)觀和合作品質(zhì)。
(二) 教學(xué)目標(biāo)
依據(jù)并結(jié)合新課程標(biāo)準(zhǔn)提出的基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)和具體要求,我將本課教學(xué)目標(biāo)設(shè)計(jì)如下:
知識(shí)目標(biāo):
讓學(xué)生掌握其中的重要詞匯mind, turn down, not at all等和句式would you mind doing sth? 并能讓學(xué)生掌握如何運(yùn)用所學(xué)句式提出禮貌請(qǐng)求以及禮貌的向他人道歉。
能力目標(biāo):
培養(yǎng)學(xué)生的聽(tīng)說(shuō)讀寫(xiě)能力,尤其是與他人用英語(yǔ)進(jìn)行日常會(huì)話的能力。
情感態(tài)度目標(biāo):
在本課教學(xué)中注重培養(yǎng)學(xué)生的禮貌行為,了解英語(yǔ)國(guó)家中向他人提出要求及道歉的方式,并通過(guò)小組活動(dòng),培養(yǎng)學(xué)生樂(lè)于學(xué)習(xí)并與他人合作的精神。
(三)教學(xué)重難點(diǎn)
結(jié)合教學(xué)目標(biāo)的要求,我把本課的重點(diǎn)設(shè)置為首先使學(xué)生掌握mind, not at all, turndown等重點(diǎn)詞匯的用法,及課重點(diǎn)句型結(jié)構(gòu)Would you mind doingsth? 并給出正確答語(yǔ);怎樣向別人有禮貌的道歉。
根據(jù)本課的內(nèi)容和學(xué)生的實(shí)際,本課的難點(diǎn)為讓學(xué)生掌握向別人提出請(qǐng)求的的句式Would you mind doing? 并給出正確的答語(yǔ),能夠在實(shí)際生活中應(yīng)用。
二、說(shuō)教法
1 學(xué)情分析
自己所任教班級(jí)學(xué)生英語(yǔ)基礎(chǔ)比較薄弱,上課的課堂氣氛不夠活躍,中等學(xué)生占多數(shù),但是學(xué)困生比例也比較多,兩極分化比較嚴(yán)重,雖然經(jīng)過(guò)六七年級(jí)的學(xué)習(xí),學(xué)生能夠進(jìn)行簡(jiǎn)單的會(huì)話,但是在學(xué)習(xí)策略方面人存在許多要解決的問(wèn)題。有些同學(xué)在學(xué)習(xí)中缺乏小組合作意識(shí),并且不能夠大膽的用英語(yǔ)交流。
2 教學(xué)方法
根據(jù)所任教班級(jí)的具體情況,在本堂課中以任務(wù)型教學(xué)作為課堂教學(xué)設(shè)計(jì)理念,具體采用情景交際教學(xué)法,交際教學(xué)法,在教學(xué)中突出實(shí)際性,注重聽(tīng)說(shuō)的實(shí)用性,同時(shí)適時(shí)進(jìn)行情感和策略調(diào)整,以形成積極的學(xué)習(xí)態(tài)度,促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。堅(jiān)持“師為主導(dǎo),學(xué)生為主體,任務(wù)為基礎(chǔ)”教學(xué)原則,在課堂教學(xué)的不同環(huán)節(jié)教師應(yīng)扮演自身作為設(shè)計(jì)者,研究者,組織者,促進(jìn)者和協(xié)調(diào)者的角色。貫徹教中學(xué),學(xué)中用的策略,真正使學(xué)生學(xué)以致用。
三、說(shuō)學(xué)法
根據(jù)學(xué)生實(shí)際情況和本節(jié)課的主要內(nèi)容,在這一節(jié)課中學(xué)生主要通過(guò)同桌合作,小組合作以及自由對(duì)話來(lái)完成這節(jié)課的任務(wù)型教學(xué)。
四、說(shuō)過(guò)程
Step1. Lead-in
通過(guò)情景設(shè)計(jì)進(jìn)行free talk來(lái)導(dǎo)入本節(jié)課地主要內(nèi)容。設(shè)計(jì)的情景時(shí)周末邀請(qǐng)一名學(xué)生去吃飯,老師使用的句型是Would you like to havedinner with me this Sunday?通過(guò)這個(gè)問(wèn)題來(lái)調(diào)動(dòng)學(xué)生的積極性,引導(dǎo)學(xué)生主動(dòng)表達(dá)學(xué)生在生活中如何邀請(qǐng)其他同學(xué)去海邊,去看電影等讓學(xué)生通過(guò)思考這些表達(dá)方式來(lái)進(jìn)行自由對(duì)話。
Would you like to dosth?
Can/could you please dosh?
How/what about doingsth?
Why don’t you do sth?
Why not do sth?
Let’s do sth.
Shall we do sth?
通過(guò)這個(gè)情景設(shè)計(jì)來(lái)引出本節(jié)課將要學(xué)習(xí)的用來(lái)禮貌的提出請(qǐng)求的句型:would you mind doingsth?
設(shè)計(jì)理念:通過(guò)情景設(shè)計(jì)來(lái)調(diào)動(dòng)學(xué)生積極性并導(dǎo)入本節(jié)課的主要內(nèi)容。
Step2 Pre-listeningtask
為學(xué)生展示課本上的圖畫(huà),通過(guò)相關(guān)的問(wèn)題來(lái)引導(dǎo)學(xué)生找出主要的動(dòng)詞短語(yǔ):clean the yard, playbaseball, move the bike, turn down the music. 然后通過(guò)標(biāo)題Would you mind turning down the music?帶入詞組進(jìn)行反復(fù)訓(xùn)練,讓學(xué)生充分熟練這個(gè)結(jié)構(gòu),同時(shí)在這一環(huán)節(jié)中通過(guò)圖畫(huà)中的煩亂畫(huà)面對(duì)學(xué)生進(jìn)行一定的情感教育:對(duì)于違反規(guī)則的一些事情要禮貌的提出請(qǐng)求。
設(shè)計(jì)理念:進(jìn)行聽(tīng)力活動(dòng)之前的熱身,讓學(xué)生盡可能熟悉本節(jié)課的重點(diǎn)內(nèi)容,為后面進(jìn)行的聽(tīng)力活動(dòng)做好鋪墊,便于學(xué)生融入聽(tīng)力活動(dòng)。
Step3 Listening –task
在這一環(huán)節(jié)中設(shè)計(jì)了兩個(gè)活動(dòng):
活動(dòng)一:聽(tīng)一遍錄音,完成activity1b,通過(guò)這遍聽(tīng)力注重would you mind doing?的問(wèn)句。同時(shí)讓學(xué)生注意前兩個(gè)問(wèn)題的不同,總結(jié)出這個(gè)句型的肯定和否定形式,然后有學(xué)生舉例進(jìn)行練習(xí),并將學(xué)生的一些例子寫(xiě)在黑板上。
活動(dòng)二:聽(tīng)第二遍錄音,記錄如何給出禮貌的回答,同時(shí)讓學(xué)生對(duì)黑板上的例子進(jìn)行回答練習(xí)。
設(shè)計(jì)理念:通過(guò)聽(tīng)力材料為媒介進(jìn)行聽(tīng)說(shuō)練習(xí)。
Step4 Pairork
同桌之間合作,利用本節(jié)課所學(xué)結(jié)構(gòu)進(jìn)行對(duì)話練習(xí),要注意肯否定的同時(shí)訓(xùn)練。
設(shè)計(jì)理念:對(duì)所學(xué)句型的初步訓(xùn)練,進(jìn)行對(duì)話練習(xí),培養(yǎng)合作意識(shí)。
Step5 Groupwork
首先引導(dǎo)學(xué)生總結(jié)出日常生活的主要場(chǎng)所——學(xué)校的一些校規(guī),四個(gè)同學(xué)分為一組,創(chuàng)設(shè)一個(gè)情景,可以是教室,操場(chǎng),走廊,圖書(shū)館,實(shí)驗(yàn)室等學(xué)校的各個(gè)角落,根據(jù)所了解的學(xué)校規(guī)則來(lái)展開(kāi)想象,常設(shè)一個(gè)情節(jié)比較完整的對(duì)話,盡可能多的運(yùn)用之前學(xué)過(guò)的知識(shí)點(diǎn),不僅僅局限于本節(jié)課所學(xué)句式,看看那個(gè)小組最有創(chuàng)意?哪個(gè)小組最好?
設(shè)計(jì)理念:小組合作,培養(yǎng)樂(lè)于學(xué)習(xí)與團(tuán)隊(duì)合作的意識(shí),同時(shí)也是對(duì)禮貌提出請(qǐng)求和以前所學(xué)內(nèi)容的復(fù)習(xí)。
Step6 Summary and test
引導(dǎo)學(xué)生總結(jié)本節(jié)課主要內(nèi)容,然后進(jìn)行當(dāng)堂檢測(cè)來(lái)檢查本節(jié)課所學(xué)內(nèi)容的掌握程度。
Step7 Homework
鞏固性作業(yè):完成伴你學(xué)句子樂(lè)園練習(xí)
拓展性作業(yè):Write a letter to your best friend who you want to talk withabout his/her problems using the sentence structure.
五、課前預(yù)測(cè)
這節(jié)課的整體思路是導(dǎo)入——聽(tīng)前任務(wù)——聽(tīng)力練習(xí)——同桌合作——小組合作——總結(jié)——課堂反饋——作業(yè)布置,在這節(jié)課的設(shè)計(jì)上,導(dǎo)入和小組活動(dòng)應(yīng)該是本節(jié)課的亮點(diǎn),但是在本節(jié)課進(jìn)行之前應(yīng)該注意的最大問(wèn)題是設(shè)計(jì)的導(dǎo)入和小組活動(dòng)要讓學(xué)生動(dòng)起來(lái),才能達(dá)到教學(xué)設(shè)計(jì)的效果。由于任教班級(jí)學(xué)生日常上課氣氛比較沉悶,因此在實(shí)際教學(xué)導(dǎo)入時(shí),應(yīng)充分利用板書(shū)來(lái)改變課堂現(xiàn)狀,要避免自己在那單純的提示學(xué)生造成課堂沉悶的狀態(tài)。在教學(xué)的第二環(huán)節(jié)中讓學(xué)生看圖找出詞組并運(yùn)用詞組進(jìn)行訓(xùn)練,同時(shí)這一步應(yīng)根據(jù)圖畫(huà)內(nèi)容地凌亂來(lái)進(jìn)行一定的情感教育,從而達(dá)到所設(shè)計(jì)的三維目標(biāo)。通過(guò)本節(jié)課的學(xué)習(xí),學(xué)生能夠掌握日常生活中禮貌的提出請(qǐng)求和道歉所用到的主要語(yǔ)言結(jié)構(gòu),接受一定的情感教育,基本能夠達(dá)到所設(shè)計(jì)的三維目標(biāo)。
Would you mind turning down the music?Section A 英文說(shuō)課稿
GoodMorning, ladies and gentlemen. It’s my pleasure to give my lesson presentation heretoday. The lesson plan I am going to present is Section A (1a-1c)
from Go for it, Unit7Would you mind turning down the music? Next, I’d like to explain how to teach and why to do so from the following 5aspects: the analysis of textbook, the analysis of teaching methods andlearning methods,the analysis oflearning condition, teaching procedure( blackboard work and myself-reflection).
Ⅰ.The analysis of the textbook
1.The statusand function of the textbook
The educational policy of “Gofor it ”is knowledgeused in action. It emphasizes learning by doing .”Gofor it ” uses theTask-Based Language Teaching pattern, blended together the topic, thecommunication function and the language structure has formed in an adaptationlearning program which proceeded in an orderly way, enhanced the student studythe English and actual ability.
2.The analysisof the text
This lesson`s topic is “Wouldyou mind doing sth?”. It talksabout how to ask sb to do sth in the politest way. From this lesson, studentscan know how to communicate with others in the politest way and use thesentences correctly. And also, students will be able to give their advice andsuggestions politely and gently.
3.Teaching goals(教學(xué)目標(biāo))
(1)Knowledge objects:
Key vocabularies: mind not at all, turn down, yard, right away
(2)Ability objects:
to train students` ability ofspeaking, listening , andcooperative ability.
4.Teaching key points(教學(xué)重點(diǎn))
(1) Key structures : Would you mind+gerund?
Would you mind not +gerund?
No, not at all.
Sorry, I’ll do it right away.
(2)Key vocabulary
(3)Listening practice
5.Teaching difficulties(教學(xué)難點(diǎn))
Compare :
(1) Would you mind (not) doing sth?
(2) Could you please do sth?
(3) Please do sth
(4) You have to do sth
6.Teaching Aids(教學(xué)用具)
Multi-media, a song, pictures,recorder, tape
II£Ⅲ.Theteaching methods and learning methods
Next I am goingto talk about the teaching methods andlearning methods. You know, the students in my class, their English foundationis not so good, so I must choose some methods to activate their desire to speakout. Communicative, speaking and listening, these three methods will besuitable for teacher’s teaching and enhancing students’ interest in Englishlearning. I set up seven Steps. It is a pattern with words – sentences – game –sketch – practical use. In different activities, ask students to take part inclass actively and develop their cooperation in the pairwork, groupwork andother extending activities. It is real ‘learning bydoing’.
Ⅳ. Analysis of learning condition
Learning condition is also very important in a successfulreading class. Thestudents in my class are not active.Their language foundation is somewhat poor, especially their speaking ability.But they are cooperative and can be activated. The classroom facilities aremodernized, which is a classroom with computer, TV sets even DVDS, which arevery important to create the English-learning atmosphere. Other means can alsobe applied to create the atmosphere.
V. Teaching procedure
Next let’s come to the most important part, that is, the teachingprocedure. It includes seven
steps.
Step1 Lead-in
The first step is greeting and lead-in. After greeting, I will askthem sing a song ‘we will rock you.’ It is in order to create an Englishlearning atmosphere. Then induce a PK among four groups though the wholeclass. And they will have a guessing game about ‘What’s wrong with MissLe?’ ofcourse, they will give me different answers in different sentences patterns. Atlast, I will show them 4 answers, and let them compare which one is thepolitest. They are:(1)You have to close the window.
(2) Could youplease close the window?
(3) Pleaseclose the window.
(4) Would youmind closing the window?
‘Would you mind+gerund?’is the mostpolitest way to make a request.
Step2 Explain
Then, I willgive them a further explain about the sentence structure, which is the usage ofthe structure, what’ more, I’ll show them some vivid examples to give them adeep impression about the practical use.
For example:
? (1)-Would you mind moving you bike?
? - No, not at all.
? (2)-Would you mind not singing here?
? - Sorry, I will go right away.
Step3Pairwork
Next, 4pictures are shown on the screen, just for students’ further practical use ofthe sentence structure. In this period, I’ll ask some groups to makeconversations, so they can finish the task under the cooperative andcommunicative work. It is a good way to have a rational understanding about keystructure.
A: Would you mind … ing …?
B: Sorry. I will do it right away. / No, not atall.
1 cleaning the yard2 turning down themusic
3 (not) playing basketball in the street4 moving your car
Step4 Matching andListening
Point to the four requests in the box ofSection A 1a. ask students to repeat them. Then help Ss to finish 1a.
Let students listen to the tape andnumber the requests. Listen carefully. Write the numbers after the requests.
Play the recording again and let Ssimitate the four conversations.
Through the listening and imitating,students can be more confident with their spoken English.
Step5Practice
Next step I’m going to talk about the practice. First, I’ll letstudents collect as many as marks in daily life in their mind, then I will showthem four familiar marks: Don’t smoke,
Please save water, Don’t walk through, Don’t park.(停放), after that encourage them totranslate the sentence in the pattern ‘Would you mind+gerund?’.
This step can used to Expand their knowledge and make sure thatstudents are able to master the sentence structure.
Step5 A great task
A dreaming school
I call this period as a‘a(chǎn) great task’, because in thisextending step, students in 4 groups are asked to write downtheir suggestions and advice for their teachers and schoolmates about how toform a clean, civilized and homonious school from students’ study, habit, image and ect.. Nodoubt, students are sure to use the sentence pattern again. Students can display their imagination by using the structure.
Step6 Homework
Now comes the last step, homework. There are three homework forthem to finish.
◆Please copythe Grammar Focus for 3 times;
◆Collect “would you mind+ gerund” as manyas possible in class;
◆Put the sentences below into English byusing “would you mind+ gerund”.
1. 你介意打掃一下教室嗎?
2. 你能否不在課堂上說(shuō)話?
3. 你介意把音樂(lè)聲關(guān)小點(diǎn)嗎?
4. 你介意開(kāi)下窗戶嗎?
5. 你介意移開(kāi)你的腳嗎?
6. 抱歉,我馬上去做.
Step7 Blackboard work
Would you mind turning down themusic?
?Would you mind doing…?
? Not at all./ Certainly not./ Of coursenot.
? Would you mind not doing…?
? I’m sorry, but I do./ You had betternot.
For example:
(1)-Would you mind moving you bike?
- Of course not.
(2)-Would you mind not singing here?
- Sorry, I will go right away.
Step8 Self-reflection
The last aspectis my self-reflection. They are, first,1.The instruction of the competition is not clear enough. Second,it would be better if the teacher use a small blackboard to check the answer ofthe competition.
Thank you for your attention.
Would you mind turning down the music?Section B說(shuō)課稿
Good morning, ladiesand gentlemen. It’s my great pleasure to talk about my lesson plan here. It isabout Section B (3a-4) taken from Would you mind turning down the music? I amgoing to interpret my plan in 4 aspects.
Ⅰ. Analysis of the teaching material
Ⅱ.The ways of teaching and learning
Ⅲ.Teaching Procedure
Ⅳ.Blackboard Design
Ⅰ. Analysis of the teaching material
First, Id like toshow my analysis of the teaching material.
My understanding ofthe teaching material includes 4 parts: the status and the function, teachinggoals, the key points and the difficulties.
1. The status and thefunction
The topic in theperiod is trying to be polite when making requests. All of the materials arearranged around this topic. Pictures help students to understand some annoyingthings they may face in their everyday life. And they are encouraged to solvethe problems if they experience. If the students can learn the period well, itwill be useful for them learning to be a more polite student.
2. Teaching goals:
A. Knowledge goal
Learn some usefulphrases and expressions.
1) wait in linecut in lineget annoyedget mad…
2) I get annoyedwhen….
3) When this happens,I….
4) Would you mind…? /Could you please…?
B. Ability goal
1) Learn how toexpress annoying things and make requests politely.
2) Improve thestudents’ speaking ability by describing or talking.
3) Develop Ss’reading and writing skill.
C. Emotion goal
1) Cultivate the Ss’ability of group cooperation further.
2) Understand, careabout and respect the disabled.
3) Strive constantlyfor self-improvement.
3. Teaching ImportantPoints
1) Consolidate modelsentences: Would you mind…? / Could you please…?
2) How to complainabout some annoying things in a polite way.
4. TeachingDifficultPoint:
The difficult pointis howtolead studentsto make requests properly and skillfully.
Or maybe some of mystudents can’t understand the difference between “would you mind…” and “Couldyou please…?”
Ⅱ.The ways of teaching and learning
Now lets focus onthe ways of teaching and learning.
Considering thestudents in my class, I apply the task-based method first, at the same time,including communicative method. As for learning, I apply the methods ofco-operative learning and initiative learning. And I will use multimedia as myteaching aid.
Ⅲ.Teaching Procedure
Next comes myteaching procedure. Altogether, there are 4 steps: Step1 Revision andleading-in, Step 2 Reading and talking, Step 3 Tasks, Step 4 Homework.
Step1 Revision and leading-in
1.Greeting and ask students how to make requests.
2.Show several pictures together and ask them to make requests with “Wouldyou mind…?” or “Could you please…?”.
(Purpose: Revise the phrases and model sentences that they have learnedbefore.)
3.Ask students to close their books, the teacher shows several pictures onCAI, ask them to say the annoying things. The important phrases in the periodare included in these pictures.
(Purpose: Revise annoying things they have learned and help to lead inreading part in 3a)
Step2 Reading and talking
1.how the article in 3a, first play the tape, ask them to underline thethings that annoy people and circle what people do when it happens.
(Purpose: The teacher doesn’t check answers by underlining or circling onCAI, just ask tell orally in order to encourage them to speak English freely,not just focus on checking answers.)
2.Do fast reading, then finish True or False.
(1)The girl doesn’t care if she waits in line.
(2)When the shop assistant gets mad, she will never go to that store again.
(3)She usually asks the shop assistant not to follow her around politely.
(4)To the boy, it’s usually happens that someone talks to him while he was
Reading in thelibrary.
(5)He usually refuses to talk to the person.
(6)Perhaps in the future, he should try not to be so polite.
(Purpose: Make students to understand most information in the article.)
3.Do careful reading, then retell the story according to the main chart.
Person | Annoying things | Make requests(提出請(qǐng)求) |
The girl |
|
|
The boy |
|
|
(Purpose: Try to make students more familiar with the content in thearticle.)
4.Leading in 3b, suppose you are the people in the pictures, what do you do ?
Show pictures on CAI,ask them to complete the follow sentences.
(1)I get annoyed when people cut in line.
When thishappens, I
(2)I get annoyed when people cut in line.
When thishappens, I
(Purpose: In the step, the answers can vary. The students can have a good
Chance to practice English.)
5.Then show the model sentences on CAI, ask them to list two annoying thingsand try to make requests.
(1)I get annoyed when
When thishappens, I
(2)I get annoyed when.
When thishappens, I
(Purpose: In the step, the teacher first check answers by asking severalstudents to answer the questions: What annoy you? What do you do? Then, askseveral students who are better at English tell out in front of the classroom.The aim is to give different students different chance. Also, it can help toprepare for the next task.)
Step3 Tasks
Task1 Groupwork:Interview three classmates, then give a report.
What annoy you?
What do you do?
Name | Problem | Action |
Lin Zheng | Classmates don’t return my eraser. |
|
|
|
|
|
|
|
Then give a report: Ihave interviewed three kids. ….gets annoyed when....
When this happens, he/she …..
(Purpose: Considering different level of my students, first, I ask severalpairs who are not very good at English to practice the conversation. Then askseveral better students to give a report in front of the classroom in order tomake more and more students active in learning English.)
Task2 Givesuggestions
Here are two shortmessages from mobile phone, please give suggestions to them.
NO.1 Judy: I get annoyed recently, because my neighbor often
breaks into my roomwithout knocking at the door. Sometimes
it’s very noisy. Whatcan I do?From Mary
NO.2 Judy: I get annoyed because my little cousin hasn’t
returned my favoriteCD. He has had it for half year.
What should I do?FromSam
Task3 Help others
This is someone’sdiary in his blog, read the diary, find out the annoying things, then write ashort passage to give suggestions by making requests.
Blog
Sunday Jan,10th 2007Sunny
It seems that some peoplehave really bad manner in our everyday life.
I feel very terriblewhen someone writes or paints on the white walls. They are not allowed to dothat. Also, I find there are many people spit randomly in public. In fact,their actions always make others feel awful and it also causes much pollution.Another one is that someone even make loud noises in the reading room orlibrary. When these happen, I sometimes talk to them, but they can’t understandand often get angry or even shout at me. So I don’t know what to do now. Don’tthey know they should be polite?
(Purpose: In the step, I give the diary to ask them to find out annoyingthings and then write a short passage in order to improve their wring skill.)
Step4 Homework
1.Copy the article in 3a, and try to recite it.
2.Do you have any annoying things? Please list three annoying things atschool and write a short complain letter to your English teacher, maybe she orhe will help you.
Ⅳ.Blackboard Design
Keywords usefulexpressions
wait in lineI get annoyedwhen…
get annoyedWhen thishappens, I…
follow around Wouldyou mind…?
get madCould youplease…?
Would you mind turning down the music?Section B說(shuō)課稿
T: Class begins!
M: Stand up!
T: Good afternoon,class!
S: Good afternoon,Miss Bian!
T: Sit down,please!
Today we’ll studySection B of Unit 7. (板書(shū)Section B) What isSection B about, do you know? In Section B we’ll go on to learn more about howto make requests and answer requests in polite ways. This is the task of thislesson. 這就是我們本節(jié)課的學(xué)習(xí)目標(biāo):進(jìn)一步學(xué)習(xí)有禮貌地向別人提出請(qǐng)求以及有禮貌地回答別的請(qǐng)求。
黑板右上方板書(shū):
Task:
Make requests
Answer requests
in polite ways.
Before we studySection B, let’s first go over Section A. Do you still remember what we learned inSection A?
Ss: Make requeststo sb.
T: Good. When wemake requests, what should we say?
S: Would you minddoing sth.?
T: Another way?
S: Could youplease do sth.?
T: Very good! Nextlet’s do some exercises to check whether you have learned Section A well ornot.
T: When we makerequests, what should we say?
S: Would you minddoing sth?
T: Another way?
S: Could youplease do sth?
T: Very good! Nextlet’s do some exercises to check whether you have learned Section A well ornot. The exercises are easy for you. Let’s do them together.
Lood at No.1,“Would you mind turnig down the music?” What’s the sentence with the samemeening as this one?
S: Could youplease turn down the music?
T: Good. What’sthe negative sentence?
S: Would you mindnot turnig down the nusic?
T: Very good. Lookat the second one, we know when someone stands in the subway door, we getannoyed. So when your bike stands in the way, others might make requests likethis“Would you mind moving your bike?” If you don’t mind, What will you answer?
S: Sorry, I’ll doit right away.
T: Good! Whatelse?
S: No, not at all.Gertainly not.
T: Right. Whatelse then?
S: Of course not.
T: Yes. We canalso say“OK, I’ll do it right away.”
They are allpolite answers. But if you want to refuse him, what should you say?
S: Yes.
T: Right, You cananswer“Yes or sorry, I don’t want to move my bike. ”
Then let’s look atNo.3, Which one is the best?
S: C.
T: Yes. We shouldchoose C. “Better not” means“You’d better not sit here.”Because“it’s for Mr Brown”, not for you. So others have to refuse you.
About thisexercise, I’d like to give you some advice. If you refuse, you’d better not say“You can’t sit here.”, because it’s impolite. You’d better say “Better not”,it’s more polite. Others will be happy to accept your requests.
T: Next let’sstudy Section B. Look at the streen. Is the baby lovely?Why does such a lovely baby cry and cover his ears?
S: The noisy musicmade the baby annoyed.
T: Yes, becausethe music is too loud, too noisy. He can’t stand it!
Then what can thebaby say to adults or to his parents?
S: Would you mindturning down the music?
T: Good! So yousee even such a little baby knows how to make requests politely.
In our daily life,there are many annoying things happening, When we meet them, what should we do?The solutions to solve the problems are very important.
I’ll play you thetape, let’s try to find what the people in the tape do with their annoyingthings. While you are listening, fill in the blanks, (Ask three students toread one by one and check. After the three students’ reading…)
Now I have somequestions for you about the listening.
In conversation 1,what’s the girl’s problem?
S: The sales clerkgave her the wrong size.
T: Then what didthe girl do to solve her problem?
S: She said to thesales clerk“Would you mind giving me a smaller one ?”
T: Very good!
In conversation 2,what’s the boy’s annoying thing?
S: He ordered ahamburger with French fries, but only got a hamburger.
T: How did hesolve his annoying thing?
S: He asked thewaitress“Would you mind bringing me my French fries?”
T: Then what didthe waitress say to him?
S: The waitresssaid “I’m so sorry, I’ll bring you some French fries right away.”
T: They both usepolite ways, right?
S: Yes.
T: In conversation3 , what made the boy annoyed?
S: He bought apen, but it didn’t work.
T: What did he dowith his problem?
S: He saidpolitely to the shop assistant. “Would you mind giving me a new one?”
T: Pretty good!
From the threeconversations, we find that it’s very important for us to solve problems inpolite ways.The three customers didn’t just complain. They politely maderequests and so they got polite and friendly answers.處理問(wèn)題的方式很重要,這既是這節(jié)課也是本單元的學(xué)習(xí)目的,用禮貌的方式可以使問(wèn)題更好地得以解決。
T: Now let’s go onwith 3a. In this part,we’ll also learn more about the other people’s solutionsto solve the annoying things.
Give you twominutes to read through the text, then answer my questions .
(After reading)Look at the picture, it’s about the first part of the text.
The girl looksunpleasant.What annoys her?
S: She doesn’tlike waiting in line when the shop assistant has a long telephone conversation.
T: Right, whenthis happens, what does she usually do?
S: She usuallysays to the shop assistant“Would you mind helping me?”
T: What alsohappens to her sometimes in the clothing shop?
S: Shop assistantsalways follow her around.
T: When thishappens, what does she usually do?
S: She ususllysays to them“Could you please not follow me around?”
T: Pretty good!
Then look at thispicture.
This boy looks….
S: Happy.
T: And that boylooks….
S: Unpleasant.
T: Or a bitannoyed.What annoys him in the text?
S: He doesn’t liketalking to someone while he is reading.
T: Yes.This boytalks to him and disturbs him.What does he usually do when this happens?
S: He usuallytalks to others.
T: Why?
S: Because hewants to be polite.
T: Does he reallylike doing that?
Ss: No.
T: So at last whatdoes he decide to do?
S: He decidesperhaps in the future he should try not to be so polite.
T: But is it thebest way? What do you think is the best way to solve this annoying thing? Whatadvice can you give him?
S: I think heshould say“Would you mind not talking to me while I am reading”.
T: Very good, Ithink you have a very good understanding of the text . Next let’s listen to goover the text .While you are listening, please fill in the blanks.
Ss: (Read the texttogether.)
T: I also haveseveral language points to teach you. Here are the uses of three importantwords.
1. get v: 系動(dòng)詞:becomeget annoyed
行為動(dòng)詞:得到、獲得get a hamburger
2. return:give…back
come/go back
eg: My classmatesalways borrow my eraser and don’t return it.
give it back
3. Sth happen tosb.
Vi
eg: Last week, abig fire happened to a building in Wenzhou.
(板書(shū))
T: Do you have anyquestions about this part?
S: No.
T: But now I meeta big problem. Look at the picture.They are my new neighbors.They must be veryexcited to live in a new house. They make a lot of noises. This makes meannoyed. I don’t want to argue or fight with them. Can you give me some advice?
S: I think you canwrite a polite letter to them?
T: Good advice!I need your help to write the letter.
What should Iwrite to the father?
S: Would you mindnot playing the guitar too loud?
T: Good!What should I write to the mother?
S: Could youplease keep your voice down while you are talking on the phone?
T: What else aboutthe mother?
S: Would you mindnot dropping litter out of the window?
T: How about theirson?
S: Please don’tplay soccer in the room.
T: Good, thankyou. Could you please write the whole letter for me?
Give you some timeto discuss with each other. Then read your letter to your partner.
Ss: (Discussing and reading.)
T: (Ask severalstudents to read.)
Thanks for yourletters!I think you didvery well!
At last, let’s go over what we have learned in thislesson. 最后讓我們一起回顧一下本節(jié)課的學(xué)習(xí)。
In this lesson,first we reviewed Section A, then we studied Section B. In Section B, welistened to tree conversations and the text 3a and learn more about how to makerequests and answer requests politely. I hope after learning this unit, we alltry to be polite people. This is the goal of this unit. 這樣也就達(dá)到了我們學(xué)習(xí)本單元的目的:學(xué)會(huì)有禮貌地處理問(wèn)題,做個(gè)有修養(yǎng)的人。Then we’ll get more help even more friends. Do youthink so?
Ss: Yes!
T: OK! Then afterclass please finish the homework.
So much for today.
Would you mindtaking a rest and relaxing?
Ss: Certainly not!
T: Class is over!Please have a break!
附:學(xué)案
《Would you mindturning down the music?》邊海燕
學(xué)習(xí)目標(biāo)
Learn Section B ofUnit 7:
1.How to makerequests and say sorry to sb.
2.Learn to solveproblems politely and to be a polite person.
課前檢測(cè)
1.Would you mindturning down the music?
→同義句
→否定句
2.----Would youmind moving your bike?
----________________________________.
3.——Would you mind mysitting here?
——. It`s for Mr.Brown.
A. Not at all B. Never mind
C. Better not D. Of course not
自學(xué)引導(dǎo)
一. Listen to the tape and fill in theblanks.
Conversation 1
Woman: Can I helpyou?
Girl: I boughtthis shirt here yesterday, and the sales clerk gave me the wrong size.
Would you _______ _______ me a smaller one?
Woman: ______________. Do you have your receipt?
Girl: Uh-huh. Hereit is.
Conversation 2
Boy: Excuse me.
Woman: Yes?
Boy: I ordered ahamburger with French fries, but only got a hamburger. Would you_______ _______me my French fries.
Woman: I’m sosorry. I’ll bring you some French fries _______ _______.
Boy: Thank you.
Conversation 3
Man: May I helpyou?
Boy: I bought thispen here, but it’s not good.
Man: What’s theproblem?
Boy: It doesn’twork. Would you _______ _______ me a new one?
轉(zhuǎn)載請(qǐng)注明出處!本文地址:
http://17025calibrations.com/worddetails_6021746.html1、緊密聯(lián)系學(xué)生的生活實(shí)際,所選材料、所有活動(dòng)均本著為主題服務(wù)的原則。2、形式多樣化。通過(guò)心靈補(bǔ)給站、我來(lái)當(dāng)編劇、心動(dòng)不如行動(dòng)等豐富多彩的活動(dòng),激發(fā)學(xué)生的熱情,充分發(fā)揮他們的主體性。3、用生活中的真人真事激勵(lì)他們,震撼他們的心靈,對(duì)學(xué)生進(jìn)行教育,讓他們得到感悟。五、說(shuō)評(píng)價(jià)方式:要真正發(fā)揮主題隊(duì)會(huì)的教育作用,千萬(wàn)不能把主題隊(duì)會(huì)開(kāi)成“檢討會(huì)”、“批評(píng)會(huì)”。興趣是最好的老師,在課堂上,學(xué)生有了興趣,才會(huì)有學(xué)習(xí)的動(dòng)機(jī),所以,在教學(xué)過(guò)程中,我努力把學(xué)生當(dāng)作一個(gè)平等的朋友來(lái)對(duì)待,對(duì)于學(xué)生的回答進(jìn)行評(píng)價(jià)時(shí),本著“多表?yè)P(yáng)少批評(píng),多鼓勵(lì)少指責(zé)”的原則,盡量不用指令性、批評(píng)性的語(yǔ)言,最大限度的挖掘?qū)W生的優(yōu)點(diǎn),進(jìn)行激烈性評(píng)價(jià)。
環(huán)節(jié)四深入實(shí)踐——弘揚(yáng)愛(ài)國(guó)情愛(ài)國(guó)不是一句口號(hào),要將愛(ài)國(guó)情懷落實(shí)到行動(dòng)中去,隊(duì)員們?cè)诟麝?duì)隊(duì)長(zhǎng)的組織下,商討出了落實(shí)方案。1、第一小隊(duì)和第二小隊(duì)組成了先烈故事演講團(tuán),利用班會(huì)十分鐘的時(shí)間,在三四年級(jí)宣講先烈故事。2、第三小隊(duì)和第四小隊(duì)組成了創(chuàng)編小能手,編唱了愛(ài)國(guó)童謠、愛(ài)國(guó)拍手歌,告訴大家,愛(ài)國(guó)無(wú)處不在,愛(ài)國(guó)要從小事做起。3、第五小隊(duì)和第六小隊(duì)編寫(xiě)的愛(ài)國(guó)倡議書(shū),提倡大家讓愛(ài)國(guó)從口號(hào)落實(shí)到行動(dòng)。4、全體隊(duì)員共同宣誓:時(shí)刻準(zhǔn)備著,為共產(chǎn)主義事業(yè)而奮斗,將活動(dòng)推向了高潮。環(huán)節(jié)五大隊(duì)輔導(dǎo)員總結(jié)“風(fēng)雨滄桑,多遭鐵蹄踐踏,未有沉淪終奮起;蕩滌污濁,重聚華夏精魂,披荊斬棘勇向前?!弊屛覀兝斡涀约菏侵袊?guó)人,懷一顆中國(guó)心,明確方向,努力奮斗,早日實(shí)現(xiàn)自己的夢(mèng)想。
第七步:全班學(xué)生一起倡讀承諾書(shū):(課件出示)我們都是小學(xué)生,培養(yǎng)習(xí)慣最要緊;上課應(yīng)當(dāng)專心聽(tīng),積極開(kāi)動(dòng)小腦筋;作業(yè)認(rèn)真仔細(xì)做,按時(shí)完成交得勤;有了錯(cuò)誤要訂正,知識(shí)才能學(xué)得清;人生要有好習(xí)慣,我們牢牢記心上。最后請(qǐng)學(xué)生把自己要養(yǎng)成的好習(xí)慣寫(xiě)在心意卡上,寫(xiě)好后粘貼在教室后面的園地里,互相督促,使得此次活動(dòng)教育延續(xù)課后,直至影響一生.5、活動(dòng)效果及反思此次活動(dòng)開(kāi)展后,學(xué)生們?cè)鰪?qiáng)了對(duì)自身的認(rèn)識(shí),很多學(xué)生下決心改掉自身的壞習(xí)慣,并逐步采取了實(shí)際行動(dòng),從身邊的小事做起,而且在學(xué)生中間還興起了互相幫助、互相指正、爭(zhēng)相進(jìn)步的熱潮。通過(guò)此次活動(dòng)我也切實(shí)的體會(huì)到養(yǎng)成教育要開(kāi)展就要落到實(shí)處,從實(shí)際出發(fā),讓學(xué)生親自去感受,去體會(huì),并且要持之以恒的做下去。同時(shí)作為老師更應(yīng)該有一顆敏感熱情的心,隨時(shí)發(fā)現(xiàn)學(xué)生身上的閃光點(diǎn)與不足,多指正、多指點(diǎn)、多鼓勵(lì)、多表?yè)P(yáng),做到時(shí)時(shí)處處皆教育,這樣才能贏得孩子,做好教育。
一、說(shuō)活動(dòng)背景(幻燈片)在新中國(guó)成立70周年之際,中華人民共和國(guó)國(guó)家勛章和國(guó)家榮譽(yù)稱號(hào)頒受儀式29日在京舉行。今天,我們要敬仰英雄、學(xué)習(xí)英雄、忠誠(chéng)擔(dān)當(dāng),為實(shí)現(xiàn)中華民族偉大復(fù)興的中國(guó)夢(mèng)貢獻(xiàn)力量?,F(xiàn)在的孩子,物質(zhì)生活極為優(yōu)越,但在他們心中只有“小我”,而無(wú)“大志”。在這樣的背景下,對(duì)學(xué)生進(jìn)行正確價(jià)值觀、人生觀的思想教育顯得十分必要。因此,特設(shè)計(jì)本節(jié)隊(duì)課。二、說(shuō)設(shè)計(jì)理念(幻燈片)主要培養(yǎng)隊(duì)員“愛(ài)祖國(guó),擔(dān)責(zé)任,立大志,圓夢(mèng)想”的思想,并使做中華有志少年的種子融入隊(duì)員的理想之中。說(shuō)活動(dòng)目標(biāo)和前期準(zhǔn)備本節(jié)課的活動(dòng)目標(biāo)是:1.引導(dǎo)隊(duì)員了解英雄的事例和“時(shí)代精神”的真正內(nèi)涵。2.通過(guò)本次少先隊(duì)活動(dòng)課幫助隊(duì)員樹(shù)立正確的價(jià)值觀,做新時(shí)代中華民族有志少年。
雷鋒精神是什么?這一環(huán)節(jié)是讓學(xué)生用簡(jiǎn)單的詞語(yǔ)或句子概括。通過(guò)這一活動(dòng),讓學(xué)生概括出雷鋒精神的內(nèi)涵:像無(wú)私奉獻(xiàn)、樂(lè)于助人、為人民服務(wù)、勤儉節(jié)約、尊老愛(ài)幼、勤奮好學(xué)、干一行愛(ài)一行、言行一致等等都是雷鋒精神的體現(xiàn)。我們少年兒童是中國(guó)的未來(lái)和希望,雷鋒精神的發(fā)揚(yáng)和光大,創(chuàng)建文明校園的任務(wù)就落在他們的肩上,所以在這里我還設(shè)計(jì)了為發(fā)揚(yáng)雷鋒精神,創(chuàng)建文明校園“我該怎么做”這樣的問(wèn)題,目的就是讓他們一起行動(dòng)起來(lái),學(xué)雷鋒做好事,并制作了“榮譽(yù)”旗,獎(jiǎng)勵(lì)身邊的好人好事?;顒?dòng)延伸:這里我設(shè)計(jì)了一個(gè)角色游戲活動(dòng)——我要義賣(mài)獻(xiàn)愛(ài)心,這個(gè)游戲?qū)W生們表現(xiàn)得非常積極,他們收集了自己不要的小文具或小玩具,將他們拿到集市上去賣(mài),賣(mài)東西獲得的錢(qián),捐給王奶奶的孫女,因?yàn)橥跄棠痰膶O女生病了,無(wú)錢(qián)治病。我覺(jué)得這個(gè)游戲使學(xué)生們懂得,一個(gè)人只要有愛(ài)心,只要愿意去幫助別人,無(wú)論什么方式都行,而且在游戲活動(dòng)中孩子們體會(huì)到了幫助別人是一件多么多么快樂(lè)的事呀。
1.學(xué)習(xí)“最美紅領(lǐng)巾”。圖文結(jié)合,學(xué)習(xí)“美德少年”劉華婷、劉穎等人的先進(jìn)事跡。2.記錄“平凡紅領(lǐng)巾”。展示隊(duì)員們活動(dòng)前精心準(zhǔn)備的“隨手拍”,發(fā)現(xiàn)普通隊(duì)員在日常生活中的閃光點(diǎn)。3.填寫(xiě)“我為紅領(lǐng)巾添光彩”心愿卡,對(duì)學(xué)生進(jìn)行理想教育。4.齊唱《紅領(lǐng)巾之歌》,點(diǎn)燃信念火種。5.輔導(dǎo)員對(duì)此次活動(dòng)進(jìn)行總結(jié),并頒發(fā)特色章。(出示三個(gè)特色章圖標(biāo))六、活動(dòng)延伸紅領(lǐng)巾精神需要代代相傳,珍愛(ài)紅領(lǐng)巾的意識(shí)需要時(shí)時(shí)提醒,本次活動(dòng)后,我們會(huì)開(kāi)展“小小新四軍”、“鮮艷的紅領(lǐng)巾”等后續(xù)活動(dòng),幫助隊(duì)員們將紅領(lǐng)巾精神永遠(yuǎn)銘記在心。七、引導(dǎo)要點(diǎn)四年級(jí)隊(duì)員具備一定的活動(dòng)能力和經(jīng)驗(yàn),通過(guò)課本劇的親身體驗(yàn)、心愿卡的真情表達(dá)等多種方式的運(yùn)用,引導(dǎo)隊(duì)員熱愛(ài)紅領(lǐng)巾,以紅領(lǐng)巾精神指引自己健康成長(zhǎng)。八、活動(dòng)評(píng)價(jià)本次活動(dòng),隊(duì)員們受到了良好的教育。但是四年級(jí)隊(duì)員自我約束能力不夠強(qiáng),缺乏持久性,萌生的意識(shí)和激情往往只停留在活動(dòng)時(shí),不能在活動(dòng)后內(nèi)化為自覺(jué)行為,這些問(wèn)題有待探究。
1、該生學(xué)習(xí)態(tài)度端正 ,能夠積極配合老師 ,善于調(diào)動(dòng)課堂氣氛。 能夠積極完成老師布置的任務(wù)。學(xué)習(xí)勁頭足,聽(tīng)課又專注 ,做事更認(rèn) 真 ,你是同學(xué)們學(xué)習(xí)的榜樣。但是,成績(jī)只代表昨天,并不能說(shuō)明你 明天就一定也很優(yōu)秀。所以,每個(gè)人都應(yīng)該把成績(jī)當(dāng)作自己騰飛的起 點(diǎn)。2、 你不愛(ài)說(shuō)話 ,但勤奮好學(xué),誠(chéng)實(shí)可愛(ài);你做事踏實(shí)、認(rèn)真、為 人忠厚 ,是一個(gè)品行端正、有上進(jìn)心、有良好的道德修養(yǎng)的好學(xué)生。在學(xué)習(xí)上,積極、主動(dòng),能按時(shí)完成老師布置的作業(yè),經(jīng)過(guò)努力 ,各 科成績(jī)都有明顯進(jìn)步,你有較強(qiáng)的思維能力和學(xué)習(xí)領(lǐng)悟力,學(xué)習(xí)也有 計(jì)劃性,但在老師看來(lái),你的潛力還沒(méi)有完全發(fā)揮出來(lái),學(xué)習(xí)上還要有持久的恒心和頑強(qiáng)的毅力。
二是全力推進(jìn)在談項(xiàng)目落地。認(rèn)真落實(shí)“首席服務(wù)官”責(zé)任制,切實(shí)做好上海中道易新材料有機(jī)硅復(fù)配硅油項(xiàng)目、海南中顧垃圾焚燒發(fā)電爐渣綜合利用項(xiàng)目、天勤生物生物實(shí)驗(yàn)基地項(xiàng)目、愷德集團(tuán)文旅康養(yǎng)產(chǎn)業(yè)項(xiàng)目、三一重能風(fēng)力發(fā)電項(xiàng)目、中國(guó)供銷集團(tuán)冷鏈物流項(xiàng)目跟蹤對(duì)接,協(xié)調(diào)解決項(xiàng)目落戶過(guò)程中存在的困難和問(wèn)題,力爭(zhēng)早日實(shí)現(xiàn)成果轉(zhuǎn)化。三是強(qiáng)化招商工作考核督辦。持續(xù)加大全縣招商引資工作統(tǒng)籌調(diào)度及業(yè)務(wù)指導(dǎo),貫徹落實(shí)項(xiàng)目建設(shè)“6421”時(shí)限及“每月通報(bào)、季度排名、半年分析、年終獎(jiǎng)勵(lì)”相關(guān)要求,通過(guò)“比實(shí)績(jī)、曬單子、亮數(shù)據(jù)、拼項(xiàng)目”,進(jìn)一步營(yíng)造“比學(xué)趕超”濃厚氛圍,掀起招商引資和項(xiàng)目建設(shè)新熱潮。四是持續(xù)優(yōu)化園區(qū)企業(yè)服務(wù)。
(二)堅(jiān)持問(wèn)題導(dǎo)向,持續(xù)改進(jìn)工作。要繼續(xù)在提高工作效率和服務(wù)質(zhì)量上下功夫,積極學(xué)習(xí)借鑒其他部門(mén)及xx關(guān)于“四零”承諾服務(wù)創(chuàng)建工作的先進(jìn)經(jīng)驗(yàn),同時(shí)主動(dòng)查找并著力解決困擾企業(yè)和群眾辦事創(chuàng)業(yè)的難點(diǎn)問(wèn)題。要進(jìn)一步探索創(chuàng)新,繼續(xù)優(yōu)化工作流程,精簡(jiǎn)審批程序,縮短辦事路徑,壓縮辦理時(shí)限,深化政務(wù)公開(kāi),努力為企業(yè)當(dāng)好“保姆”,為群眾提供便利,不斷適應(yīng)新時(shí)代人民群眾對(duì)政務(wù)服務(wù)的新需求。(三)深化內(nèi)外宣傳,樹(shù)立良好形象。要深入挖掘并及時(shí)總結(jié)作風(fēng)整頓“四零”承諾服務(wù)創(chuàng)建工作中形成的典型經(jīng)驗(yàn)做法,進(jìn)一步強(qiáng)化內(nèi)部宣傳與工作交流,推動(dòng)全市創(chuàng)建工作質(zhì)效整體提升。要面向社會(huì)和公眾莊嚴(yán)承諾并積極踐諾,主動(dòng)接受監(jiān)督,同時(shí)要依托電臺(tái)、電視臺(tái)、報(bào)紙及微信、微博等各類媒體大力宣傳xx隊(duì)伍作風(fēng)整頓“四零”承諾服務(wù)創(chuàng)建工作成果,不斷擴(kuò)大社會(huì)知情面和群眾知曉率。
(五)服務(wù)群眾提效能方面。一是政府采購(gòu)服務(wù)提檔升級(jí)。建成“全區(qū)一張網(wǎng)”,各類采購(gòu)主體所有業(yè)務(wù)實(shí)現(xiàn)“一網(wǎng)通辦,提升辦事效率;全面實(shí)現(xiàn)遠(yuǎn)程開(kāi)標(biāo)和不見(jiàn)面開(kāi)標(biāo),降低供應(yīng)商成本;要求400萬(wàn)元以上工程采購(gòu)項(xiàng)目預(yù)留采購(gòu)份額提高至采購(gòu)比例的40%以上,支持中小企業(yè)發(fā)展。2022年,我區(qū)政府采購(gòu)榮獲”中國(guó)政府采購(gòu)獎(jiǎng)“,并以全國(guó)第一的成績(jī)獲得數(shù)字政府采購(gòu)耕耘獎(jiǎng)、新聞宣傳獎(jiǎng),以各省中第一的成績(jī)獲得年度創(chuàng)新獎(jiǎng)。二是財(cái)政電子票據(jù)便民利民。全區(qū)財(cái)政電子票據(jù)開(kāi)具量突破1億張,涉及資金810.87億元。特別是在醫(yī)療領(lǐng)域,全區(qū)241家二級(jí)以上公立醫(yī)療機(jī)構(gòu)均已全部上線醫(yī)療收費(fèi)電子票據(jù),大大解決了群眾看病排隊(duì)等待時(shí)間長(zhǎng)、繳費(fèi)取票不方便的問(wèn)題,讓患者”省心、省時(shí)、省力“。
一、活動(dòng)開(kāi)展情況及成效按照省委、市委對(duì)“大學(xué)習(xí)、大討論、大調(diào)研”活動(dòng)的部署要求,縣委立即行動(dòng),于8月20日組織召開(kāi)常委會(huì)會(huì)議,專題傳達(dá)學(xué)習(xí)省委X在讀書(shū)班上的講話精神。5月2日,縣委召開(kāi)“大學(xué)習(xí)、大討論、大調(diào)研”活動(dòng)推進(jìn)會(huì),及時(shí)對(duì)活動(dòng)開(kāi)展的相關(guān)要求、任務(wù)進(jìn)行再安排再部署,會(huì)后制定并下發(fā)了活動(dòng)實(shí)施方案、重點(diǎn)課題調(diào)研方案、宣傳報(bào)道方案等系列文件,有效指導(dǎo)活動(dòng)開(kāi)展。5月17日、9月1日,縣委再次召開(kāi)常委會(huì)會(huì)議,專題聽(tīng)取“大學(xué)習(xí)、大討論、大調(diào)研”活動(dòng)開(kāi)展情況匯報(bào),研究部署下階段工作。9月13日,召開(kāi)全縣“大學(xué)習(xí)大討論大調(diào)研”活動(dòng)工作推進(jìn)座談會(huì),深入貫徹全省、全市“大學(xué)習(xí)大討論大調(diào)研”活動(dòng)工作推進(jìn)座談會(huì)精神,總結(jié)交流活動(dòng)經(jīng)驗(yàn),對(duì)下一階段活動(dòng)開(kāi)展進(jìn)行安排部署。“大學(xué)習(xí)、大討論、大調(diào)研”活動(dòng)的有序開(kāi)展,為砥礪前行、底部崛起的X注入了強(qiáng)大的精神動(dòng)力。
1.市政基礎(chǔ)設(shè)施項(xiàng)目5項(xiàng),總建設(shè)里程2.13km,投資概算2.28億元。其中,烔煬大道(涉鐵)工程施工單位已進(jìn)場(chǎng),項(xiàng)目部基本建成,正在辦理臨時(shí)用地、用電及用水等相關(guān)工作;中鐵佰和佰樂(lè)(巢湖)二期10KV外線工程已簽訂施工合同;黃麓鎮(zhèn)健康路、緯四路新建工程均已完成清單初稿編制,亟需黃麓鎮(zhèn)完成圖審工作和健康路新建工程的前期證件辦理;公安學(xué)院配套道路項(xiàng)目在黃麓鎮(zhèn)完成圍墻建設(shè)后即可進(jìn)場(chǎng)施工。2.公益性建設(shè)項(xiàng)目6項(xiàng),總建筑面積15.62萬(wàn)㎡,投資概算10.41億元。其中,居巢區(qū)職業(yè)教育中心新建工程、巢湖市世紀(jì)新都小學(xué)擴(kuò)建工程已完成施工、監(jiān)理招標(biāo)掛網(wǎng),2月上旬完成全部招標(biāo)工作;合肥職業(yè)技術(shù)學(xué)院大維修三期已完成招標(biāo)工作,近期簽訂施工合同后組織進(jìn)場(chǎng)施工;半湯療養(yǎng)院凈化和醫(yī)用氣體工程已完成招標(biāo)工作;半湯療養(yǎng)院智能化工程因投訴暫時(shí)中止;巢湖市中醫(yī)院(中西醫(yī)結(jié)合醫(yī)院)新建工程正在按照既定計(jì)劃推進(jìn),預(yù)計(jì)4月中下旬掛網(wǎng)招標(biāo)。