Would you mind turning down the music說課稿8篇

Would you mind turning downthe music? 第一課時(shí)說課稿

一.教材分析：

１、教材的地位及作用：

新目標(biāo)英語八年級(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,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、說、讀、寫及知識(shí)自學(xué)的綜合能力。

情感目標(biāo)：通過形象、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)英語課程標(biāo)準(zhǔn)規(guī)定，通過聽、說、讀、寫的訓(xùn)練，使學(xué)生獲得英語基礎(chǔ)知識(shí)和為交際初步運(yùn)用英語的能力，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)置一些問題，使學(xué)生在回答問題中總結(jié)語法點(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、說流程：

1.總體設(shè)計(jì)及依據(jù)

課前熱身－自學(xué)提示—短語積累－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

通過在語法講解中設(shè)立問題，讓學(xué)生自學(xué)完成任務(wù)，并在通過自學(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)語法的理解能力，有利于學(xué)生記憶語法深刻、牢固。

Step3短語積累

用圖片學(xué)習(xí)及復(fù)習(xí)本節(jié)重點(diǎn)短語。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說課稿

1 教學(xué)內(nèi)容：

Go for it 八年級(jí)英語下冊(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、說、讀、寫的活動(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、做聽力、通過對(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，為表達(dá)提供了語言基礎(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)通過大量的生活場(chǎng)景圖片來促使學(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，有話可說，在完成各項(xiàng)任務(wù)的過程中自主學(xué)習(xí)語言，提高他們綜合運(yùn)用語言的能力，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)生說出各種家務(wù)活短語，為下一環(huán)節(jié)would you mind +ving 句型的操練做語言鋪墊)

2. Lead –in (With a picture )

(導(dǎo)入部分：首先，出示一張客廳的圖片，一一提問學(xué)生以下幾個(gè)問題，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，通過學(xué)生熟悉的短語操練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)書本1A部分進(jìn)行自由討論。尋找問題，用目標(biāo)語would you mind 請(qǐng)求解決。自由討論是為完成1A的配圖及1B的聽力減輕難度。）

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聽力之前，先讓學(xué)生對(duì)2A的5張圖片討論，說出恰當(dāng)?shù)恼?qǐng)求方式，為該環(huán)節(jié)的聽力做鋪墊。

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)：小明隔壁搬來一家新鄰居，但是，昨天晚上很吵，小明想上門提醒鄰居。如果你是小明，你會(huì)怎么說？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)生回答以上問題后，讓學(xué)生先談?wù)?A的5張圖片，說出圖片相關(guān)的短語，這是為了在書寫留言過程中，為學(xué)困生掃除短語障礙。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：師生互問互答、分組對(duì)話、看圖說話等反復(fù)操練句型，盡量讓學(xué)生脫口而出.通過這活動(dòng)學(xué)習(xí)并掌握feedthedog,cookdinner,gotothelibrary/returnthebooktothelibrary,

Doyourhomework Wash thedishes等短語.,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)校開放日，屆時(shí)會(huì)有很多外校教師和家長(zhǎng)到校參觀和聽課。集體討論在學(xué)校開放日，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說課稿二

一、說教材

（一）教材分析

本單元重點(diǎn)在于培養(yǎng)學(xué)生英語交際能力，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展開基本語言內(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)生比較容易樂于接受，說課的內(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)生的聽說讀寫能力，尤其是與他人用英語進(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，了解英語國家中向他人提出要求及道歉的方式，并通過小組活動(dòng)，培養(yǎng)學(xué)生樂于學(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；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，能夠在實(shí)際生活中應(yīng)用。

二、說教法

1 學(xué)情分析

自己所任教班級(jí)學(xué)生英語基礎(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，注重聽說的實(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)生主要通過同桌合作，小組合作以及自由對(duì)話來完成這節(jié)課的任務(wù)型教學(xué)。

四、說過程

Step1. Lead-in

通過情景設(shè)計(jì)進(jìn)行free talk來導(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?通過這個(gè)問題來調(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)生通過思考這些表達(dá)方式來進(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?

通過這個(gè)情景設(shè)計(jì)來引出本節(jié)課將要學(xué)習(xí)的用來禮貌的提出請(qǐng)求的句型：would you mind doingsth?

設(shè)計(jì)理念：通過情景設(shè)計(jì)來調(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，通過相關(guān)的問題來引導(dǎo)學(xué)生找出主要的動(dòng)詞短語：clean the yard, playbaseball, move the bike, turn down the music. 然后通過標(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)中通過圖畫中的煩亂畫面對(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)行的聽力活動(dòng)做好鋪墊，便于學(xué)生融入聽力活動(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：聽一遍錄音，完成activity1b，通過這遍聽力注重would you mind doing?的問句。同時(shí)讓學(xué)生注意前兩個(gè)問題的不同，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)生的一些例子寫在黑板上。

活動(dòng)二：聽第二遍錄音，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：通過聽力材料為媒介進(jìn)行聽說練習(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)則來展開想象，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——聽前任務(wù)——聽力練習(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，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)充分利用板書來改變課堂現(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)圖畫內(nèi)容地凌亂來進(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話？

3. 你介意把音樂聲關(guān)小點(diǎn)嗎？

4. 你介意開下窗戶嗎？

5. 你介意移開你的腳嗎？

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.

(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?

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：

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）

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?