高中對(duì)話課教學(xué)教案
SEFC Book 2A
Lesson 5
Teaching aims
1. 通過本單元對(duì)話的學(xué)習(xí)，讓學(xué)生認(rèn)識(shí)到吸煙有害健康：
2. 學(xué)習(xí)運(yùn)用表示“請(qǐng)求允許”、“允許”、“不允許”等日常交際用語。
I. Lead-in
A free talk with the Ss to review the ways of asking for permission.
(1) Can I use your red pen / textbook, please?
(2) May I close / open the door?
(3) Could I have a look at your homework?
Help the Ss to use “Yes. Of course” or “Sure. Go ahead, please” for their answers.
II. Dialogue Presentation
The teacher’s brief introduction:
Close your books, please. We are going to listen to a dialogue between Wang Bing and Hank. They are in Hank’s office.
1. The first listening:
1) The following question is to be answered for the first listening:
Wang Bing wants to do two things. What are they? (smoke in the office, use the phone)
2) Ask the Ss the following questions:
① Can Wang Bing smoke in the office? (No. It’s not allowed.)
② Can he use the phone? (Yes, of course.)
2. The second listening:
1) The following two questions are to be answered for the second listening:
① How does Wang Bing ask for permission?
② How does Hank give permission or refuse to give permission?
2) After the second listening, the teacher collects answers.
Wang Bing asks for permission:
Do you mind if I (DO…)?
Would you mind if I (DID…)?
I wonder if I could / can…?
Hank gives permission or refuses to give permission:
I’m sorry, but it’s not allowed.
I’m afraid all these offices are non-smoking offices.
Sure. Go ahead.
Remind the Ss that Wang Bing can also use “May/Can/Could I…?” to ask for permission. And pay attention to the past tense form in the sentence, eg. “Would you mind if I smoked…?” This sounds more polite.
III. Dialogue Drills
1. Let the Ss read the dialogue in roles and in pairs.
2. Get the Ss to act out the dialogues, better without referring to the textbook.
IV. Dialogue Practice
1. Get the Ss to read 3 Practice on Page 7 first, then practise asking for permission and refusing to give permission. And let students try to give some reasons.
2. Here are some situations for the Ss to practise asking their partners for permission.
Situation:
borrow his /her typewriter
have a look at his / her book / notebook
use his / her computer
borrow some money
listen to the tape-recording
Model 1:
A: Do you mind if I use your typewriter?
B: I’m sorry. I want to use it myself today.
A: But it’s very important for me to use it today.
B: Why?
A: I have written an article for a newspaper and they would like to have it typed.
B: All right, you may use it today, and I’ll use it tomorrow.
A: Thanks a lot.
Model 2:
A: May I have a look at your notebook?
B: I’m afraid not, because I’m doing the revision now.
A: I only want to check a few sentences which I didn’t hear clearly in class.
B: I’ll soon finish it. You can have it a moment later.
A: Thank you very much.
B: That’s all right.
V. Dialogue Production
Situation: If you want some money for a football ticket, you may ask your parents for permission as well as for the money.
Model:
A: Hi, mum. There’ll be a wonderful football match in our city this weekend.
B: You know, I’m not interested in it at all.
A: Yes. But I mean, would you mind if I went to watch it?
B: No.
A: Thanks, mum. Would you give me some money? I haven’t got enough money for a ticket.
B: How much do you need?
A: One hundred and fifty.
B: That’s too much. I’m afraid I cannot help you.
VI. Consolidation
WB (Lesson 5)
1. Ex. 1: Read and act out dialogue in pairs and then perform it in a group of four.
2. Ex. 2: Discuss the answers to the questions in pairs. Then check with the whole class. The students are encouraged to give different answers.
3. Ex. 3: Get two students to read aloud the model dialogue, then ask the students to make dialogues about the same picture in pairs, using different expressions. Finally ask several pairs to perform their dialogues.