新目标英语八年级（下）Unit7 Would you mind turning down the music?
教学设计
一、
教学内容及分析
本单元是八年级英语下册的第七单元（Unit 7 Would you mind turning down the music?），主题是如何更礼貌的提建议，主要功能项目是“Make requests”和“Apologize”，本单元的语法要点是“Would you mind …?”和“Could you please…”等句型的运用，知识重难点为：“would you mind +动名词”和“Could you please +动词原形”等句型的正确运用，以及能够正确运用其否定形式。整个单元教材内容如下：
Section A是语言的基本输入和呈现部分，是本单元的语言基本内容。1a、1b、1c分别是看、听、说的任务环节，均围绕1a的卡通画而展开。可先创设情景引入，呈现Would you mind +动名词向别人提出请求的语言功能项目。再呈现Would you mind not+动名词，让学生充分利用1a的卡通画内容来练习。2a、2b是任务型听力，学生独立完成。2a是排序，2b是配对。2a是通过听力，展示Would you mind …?和Would you mind not…?在交际中的运用，2b是呈现如何向别人道歉。2c要求以2a、2b的听力材料来进行交际练习，体会向别人提出请求和向别人道歉的语言功能项目。在3a的教学中，要求学生看图，补全图片中的“请求”，3b的结对对话，要求学生用Would you, Could you, have to编对话，至于第4部分的groupwork，先可让学生制定“工作任务”，再进行对话。
Section B是综合的语言运用和知识的扩展部分。1a、2a、2b都围绕的卡通画展开，2c是2a、2b听力材料的操练对话，3a和3b是阅读和写作的训练，通过完成3a、3b的任务，加深学生对“提出请求，表达歉意”的理解和运用。Self check让学生通过活动对自己遣词造句能力及语言综合能力进行了自我评价，应由学生独立完成，但第2部分教师可组织学生看图讨论，然后再完成第2部分的任务。课后所选的阅读材料依然紧扣本单元的语言目标，学习掌握基本的阅读策略,即通过寻找主题句来快速获取文章大意，以获取更多信息的能力，从而帮助学生了解不同国家及文化背景下的礼仪，更好地遵守社会公德。
我将灵活运用这些活动内容，完成听，说，读，写的训练任务，并将其中的一些活动进行变化或整合，以提高课堂效益。因此在教学中采用创设情景、交际表达的思路，以活动为目的和方式促进语言的输出和运用。充分利用教材中的卡通画，来对话交流，让学生在运用中体验本单元的语言功能项目。第一课时主要学习如何更礼貌的提建议，以及如何做出合适的回答以听说训练为主。第二课时主要是通过听说读写训练，进一步学习“如何提出要求和表示歉意的句型”，我将SectionB1a-2c和SectionA3a-4整合在一起作为本节课的教学内容，主要考虑先把听说部分即SectionB1a-2c放在前半部分，易于调动学生学习积极性，然后再通过读写训练即SectionA3a-4，练习“向别人提出请求”和“向别人表达歉意”这一语言功能项目，提高学生综合运用语言的能力。第三课时的目标是让学生进一步通过读写训练，培养学生综合运用话题语言的能力，加深学生对“提出请求，表达歉意”的理解和运用。第四课时学习一篇阅读课文。第五课时，是一节复习课，通过大量练习来复习、归纳、拓展本单元语言知识，从而进一步提高学生的听说读写能力，完成本单元的目标任务。
二、学习者特征分析
本单元话题来自学生的生活经历，在八年级上册Unit 11学生已经学习了许多动词短语，为表达提供了语言基础。此外，学生已掌握了用祈使句和Can you…?/could you 及Could you please提出请求, 为本单元的学习打下了一定的基础。学生具有了学习本单元知识的认知前提，能自然的与本单元的话题衔接。（但是在语法上也就容易形成混淆。）同时，本单元是关于礼貌性的话题，内容贴近生活，学生比较容易进入角色。
初二下学期的学生们对英语学习还有着较浓厚的兴趣，并且经过新课程理念的熏陶及实践，已有了初步的自主、合作、探究、实践的能力。因此在考虑本单元教学设计时，我把“以学生为中心”及 “快乐学习”的理念融入英语教学中，把本单元内容以多媒体课件展示，并配以丰富的图片及色彩，为学生的语言学习营造良好的氛围，从而增强学生的兴趣和留意力，使学生在愉悦的课堂活动中主动学习，快乐成长。
三、单元整体目标分析
1、知识与能力：
（1）语言知识
① Be able to pronounce and master the new words and phrases.
Words: mind, yard, dish, polite, perhaps, door, line, return, voice, term, Asian, Europe, impolite, allow, public, cough, break, smoke, drop, litter, cigarette, criticize, behave，etc.
Phrases: turn down, not at all, right away, wait in line, cut in line, keep down, at first, put out, pick up.
② Master the target language:
Would you mind moving your bike? Sorry, I will do it right away.
Would you mind not playing baseball here? Sorry, we’ll go and play in the park.
Could you please wash the dishes? Ok, I will do them in a minute.
③ Learn to make requests and apologies, using the target language.
④ Learn the modal verb that can express request.
（2）语言能力 （1）能正确运用Would you mind …?和Could you please …? 等句型来向别人提出请求或对于所犯的错误向别人道歉的能力。 （2）能正确运用will+动词原形来表达个人目的或意图的能力。
2、情感态度与价值观： （1）使学生在学习中学会正确向别人提出请求或向别人道歉的方法，获得交际成功的快乐。（2）使学生体验交际中的委婉语气的使用，从而培养自己成为一个有礼貌、有道德的中学生。
四、重点、难点
1.重点：本单元的语言目的是“提出请求和道歉”，因此Would you mind …?和Could you please …? 以及Sorry, I’ll … 等句型的理解和运用，是本单元的重点。
2.难点：学生在使用Would you mind …?和Could you please …?时，应该提醒学生，would you mind +动名词，而Could you please +动词原形。此外，如用否定词not，not所放的位置，学生容易犯错，Would you mind not…? Could you please not …? 因此，这些内容的掌握和运用是学生学习的难点。
五、教法选择与学法指导 本单元主要运用"任务型教学法"，并辅助于情景交际教学法。
《英语课程标准》把"培养学生学习英语的爱好，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神"放在了首位。依据课改的精神，从以下几个方面对学生进行学法指导。
首先，是自主学习法。在本单元中主要体现在学生看图片讨论、做听力、通过对话操练句型等环节中。
其次，是合作学习法，主要体现在自编对话，表演对话等环节中。
再次，是情景体验法。情景教学是本堂课自始至终的主线，如何请求别人做某事，就是让学生在相应的情景中体验出来的。
六、课时及教学内容安排
教学内容
课时安排
教法选择
资源准备
教学评价
SectionA1a-
Grammar Focus
(以听说训练为主，学习如何更礼貌的提建议，以及如何做出合适的回答。)
Period 1
(45分钟)
听说法，交际法，认知法，任务型教学法
多媒体，音响及相关教学资源
观察
提问
激励
SectionB1a-2c, SectionA3a-4
(进一步学习“如何提出要求和表示歉意的句型”)
Period 2
(45分钟)
视听法，交际法，认知法，任务型教学法
多媒体，音响及相关教学资源
观察
提问
激励
互评
SectionB3a- Selfcheck
(通过读写训练，加深学生对“提出请求，表达歉意”的理解和运用)
Period 3
(45分钟)
听说法，交际法，任务型教学法，游戏法
多媒体，音响及相关教学资源
提问
激励
互评
Reading
（学习一篇阅读课文）
Period 4
(45分钟)
“三一三”模式；阅读技巧训练。
多媒体，音响及相关教学资源
提问
互评
小组评 竞赛
Review of Unit7
(是一节复习课，通过大量练习来复习、归纳、拓展本单元语言知识)
Period 5
(45分钟)
讲练法，归纳法，自主学习，
小组合作交流
多媒体，音响及相关教学资源
独立作业、激励
通过检查学生练习、板演、汇报等途径对学生进行过程性评价。
教学内容
Unit7 Section A1a.1b.1c.2a.2b.2cGrammar Focus
课时
Period1
教学对象
八年级学生
设计者
一、教材内容分析
本课时是八年级下册第七单元的第一课时，主题学习如何更礼貌的提建议，以及如何做出合适的回答。《英语课程标准》明确提出：倡导任务型的教学模式,要求教师应该避免单纯传授语言知识的传统教法,尽量使用任务型的教学途径。在这一理念的指引下,我确定本课教学的任务是让学生主动地学习和运用语言,使他们产生强烈的学习动机,从而使其成为自主的学习者。本课时教学目标是：向他人提礼貌请求以及做出回答,会口头运用would you mind (not)doing 这一语言结构,让学生学会使用恰当的语言与他人交往。重难点就是能听懂、会说目标语言。因此这样来整合具体内容：先复习以往学过的表达礼貌的请求方式，然后过渡到本课时新的内容。就从日常生活谈起，这样不会很唐突。接着围绕着这一主题安排了听、说、读、写的活动任务让学生在这些环节中学会用更加礼貌的请求方式“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，最后的作业又落实到学生的日常生活当中，把知识运用到实际生活中，达到学以致用的目的。
二、教学目标（知识与能力，情感态度）
（一）知识目标：
1. Key vocabulary: not at all, right away, turn down, yard.
2. Key structures: ---Would you mind turning down the music? ---No, not at all.
---Would you mind not playing baseball here? ---Sorry. We’ll go and play in the park.
3. Listening practice
（二）能力目标：1. To train students’ ability of listening and speaking.2. To train students’ ability of spoken communication.
（三）情感态度：To be interested in communicating in English.
三、重点、难点
1. Key Points: (1) Key vocabulary. (2) Master the structures in Grammar Focus. (3) Listening practice.
2. Teaching Difficulties: (1) How to improve students’ listening ability. (2)Make conversations using the key structures.
四、教法选择与学法指导
本课时以向他人提出礼貌请求为话题,通过向他人提礼貌请求以及做出回答,来练习would you mind (not)doing 这一语言结构,让学生学会使用恰当的语言与他人交往。为了培养学生能大胆正确的口头交际和正确理解目标语言，并在学习中能更好的与他人合作探究 、学会交往、学会做人，本课可采用listening method, speaking method, cooperating method, inductive method等教学法，使学生在听、说、猜测、识记、游戏、表演、分享等活动中，动用各种感官系统，全面快乐的学习。
五、资源准备 1. A computer for multimedia use. 2. A tape recorder.
六、教学过程
教学
任务
教师活动
学生活动
设计意图及
资源准备
Step 1 warming up
(3minutes)
Let’s say the chart “No, not at all”. Teacher says and have Ss do.
Say and do the chart :
“No, not at all”.
“Stand up, stand up, would you mind standing up?
Sit down, sit down, would you mind sitting down?
Clap your hands,
clap your hands,
Would you mind clapping your hands?
Touch your nose, touch your nose,
Would you mind touching your nose?”
“No, not at all”.
在轻松活泼的氛围中，向学生渗透“向别人提请求”这种表达方式，极大的调动学生学习的热情。
Step 2 lead in
(3minutes)
1. Say, I think it is a little bit hot in our classroom and I want to ask someone to open the window. What can I say?
Have Ss give some answers.
2. Write them on the board: Could you please…? …? Would you mind opening the window? Explain that the last example is a very polite way of making a request.
Answer the teacher’s questions.
Understand the new sentences: “Could you please…? …? Would you mind opening the window?”
通过情景导入，在复习以前学过的表达礼貌的请求方式的过程中，自然过渡到本课时新的内容。
Step 3 Presentation
(9minutes)
1. Have Ss look at the picture and ask a pair of students to read the dialogue in the picture.
2. Then show some other pictures. Have Ss look and say them using “would you mind …?”like above.
3. Look at the picture and ask a pair of students to read the dialogue in the picture.
4. Then show some other pictures. Have Ss look and say them using “would you mind not …?” like above.
1. Look at the picture and read the dialogue in the picture.
—Would you mind taking out the trash?
—No ,not at all. I’ll do it right away.
2. Look at some other pictures and say them using “would you mind …?”like above.
3. Look at the picture and read the dialogue in the picture.
A: Would you mind not smoking?
B: No, not at all. I’ll stop right now.
4. Look at some other pictures and say them using “would you mind not …?” like above.
通过口头反复练习， 以及讲解训练，使学生理解“would you mind (not) doing…?”这一句型结构。
Step 4
1a
(5minutes)
1. Point to the four requests in the box. Read each phrase to the class and get students to repeat it. Ask students to explain what each one means. They can use actions and simple explanations.
2. Then get students to write the letter of each request in the correct place in the picture to match the requests with the people. Point out the blank boxes in the picture. Ask students to finish the task on their own.
3. Correct the answers.
1. Repeat each phrase in the box. Then explain what each one means. They can use actions and simple explanations.
2. Write the letter of each request in the correct place in the picture to match the requests with the people.
3. Correct the answers.
呈现Would you mind+动名词表达“请求”。
Step 5 Listening 1b
(5minutes)
1. Ask different students to look at the list of requests in Activity 1a and read each one to the class.
2. Then say, Please listen to the recording and number the requests(1~4) above in the order you hear on the recording. Play the recording and have Ss write the numbers 1 through 4 on the lines after the requests.
3. Correct the answers.
4. Listen again and fill in the blanks.
1. Look at the list of requests in Activity 1a and read each one.
2. Listen to the recording and number the requests(1~4) above in the order you hear on the recording. Then write the numbers 1 through 4 on the lines after the requests.
3. Correct the answers.
4. Listen again and fill in the blanks.
通过听力训练，呈现Would you mind+动名词表达“请求”。
Step 6
Listening
2a and 2b
(5minutes)
1.2a. Listen and number the pictures in the order you hear them.
2. 2b.Listen again. Match the requests in activity 2a with the responses below.
3. Correct the answers.
1. Listen and number the pictures in the order you hear them in 2a.
2. Listen again to finish 2b. Match the requests in activity 2a with the responses below.
3. Correct the answers.
再次通过听力训练，进一步熟悉本课的目标语言，训练学生的听力能力。
Step 7
Pairwork
(5minutes)
1. Have Ss Look at the pictures of 1a and 2a; let a pair of students to read the words in the sample dialogue.
2. Then say, Make conversations like this about the information above.
Give students a few minutes to work in pairs. When they work, walk around the room checking the progress.
3. At the end ask several pairs of students to say their conversations to the class.
1. Look at the pictures of 1a and 2a; and read the words in the sample dialogue:
A: Would you mind moving your bike?
B: Sorry. I’ll do it right away.
A: Would you mind not wearing those old jeans? They look terrible.
B: Ok. I’ll put on another pair.
2. Make conversations like this about the information above.
3. Say the conversations to the class.
让学生在活动中，进一步理解巩固所学语言知识，并且培养与他人交流合作的沟通能力。
Step8
Grammar Focus
(3minutes)
Review the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.
Read the grammar box in groups.
总结本课所学知识。
Step 9Practice
(5minutes)
Do some exercises.
Do the exercises.
通过做练习，复习巩固本节所学内容，达到学以致用。
Step 10 Homework
(2minutes)
Group A:
1. Would you mind being a polite student? Please look at the picture and Write down the conversations.
2.Find out other polite ways to make requests（礼貌的请求方式）in English.
Group B:
1. Read and try to understand the Grammar Focus.
Try their best to finish the homework well.
通过练习和作业，又把知识运用落实到学生的日常生活当中，达到学以致用的目的。
七、板书设计
Unit7 Would you mind turning down the music?
Section A1a~Grammar Focus
not at all，turn down ，right away，yard
---Would you mind turning down the music? ---No, not at all.
---Would you mind not playing baseball here? ---Sorry. We’ll go and play in the park.
教学内容
Unit7 SectionB1a~2c, SectionA3a~4
课时
Period2
教学对象
八年级学生
设计者
一、教材内容分析
本节课是八年级下第七单元第二课时，学生已基本掌握如何更礼貌的提建议，以及如何做出合适的回答。本课时教学目标是：通过听说读写训练，进一步学习“如何提出要求和表示歉意的句型”。重难点为：能自由运用目标语言来对话，并能完成任务型写作任务。根据《英语课程标准》、教材内容和学生的学习水平，我将SectionB1a~2c和SectionA3a~4整合在一起作为本节课的教学内容。师生一起先从天气、衣着、饮食、购物等一些生活中曾经引起不愉快的事情谈论起，例如：My friend was late yesterday. I waited for a long time.并思考如何解决这些问题。所以先把听说部分即SectionB1a~2c放在前半部分，易于调动学生学习积极性。然后再通过读写训练即SectionA3a~4，练习“向别人提出请求”和“向别人表达歉意”这一语言功能项目，提高学生综合运用语言的能力。最后在活动过程中，学生们进一步熟练使用目标语言。本节课是第一课时的有效延伸和拓展。
二、教学目标（知识与能力，情感态度）
（一）知识目标：
1. Key vocabulary: waitress; brought; solution; task; poster; finish these tasks; make some posters.
2. Key structures: A: This shirt is too big. Would you mind giving me a smaller one? B: Not at all. Here you are.
A: Could you make some posters? B: Sure, that’s no problem.
3. Listening practice. 4. Writing practice.
（二）能力目标：1. To train students’ listening and writing skills.2. To train students’ ability of communication.
（三）情感态度：1. To enable to make requests politely in English in our daily life.
2. To be able to help others who are in trouble.
三、重点、难点
1. Key Points: Master the Key structures. Listening and writing practice.
2. Teaching Difficulty Make conversation freely.
四、教法选择与学法指导 经过第一课时的学习，学生对“向别人提出请求”和“向别人表达歉意”用法有了新的了解，对相关知识点也有所掌握。本节课的重点是对这一语言项目予以更好的消化，熟练运用。本课时应指导学生多说，多听，多写，以巩固目标语言项目。教法尽量多样化，组织教学要富有新意，情景创设法、交际法这些常用的方法都可能用到。
五、资源准备 1. A computer for multimedia use. 2. A tape recorder.
六、教学过程
教学任务
教师活动
学生活动
设计意图及
资源准备
Step 1
Greet the class and review.
(5minutes)
1. Greet the class as usual and check the homework.
2. First ask Ss to see a piece of movie.
Then show some pictures and ask a pair of students to make a conversation according to the pictures using “would you mind (not) …?”
1. Greeting.
2. First see a piece of movie.
Then look at the pictures and make a conversation according to the pictures using “would you mind (not) …?”
通过对话，检查学生的掌握情况，并对学生的表现做出适当的评价，激励学生学习的积极性。
Step 2
New words
(3minutes)
Show the new words on the screen. Read the new words to the class and ask students to repeat.
Learn the new words.
学习新单词。
Step 3
Speaking (SectionB1a&1b)
(5minutes)
1. Section B 1a. Show some pictures on the screen and ask students to say something about the pictures. Provide key words as needed. Write these words on the blackboard.
2. Read the instructions and ask students to read each situation and think about the two questions.
Then ask some students to share their answers with the class.
3. Pairwork. Show some other pictures. Have Ss look at the pictures and talk about them using
“Would you ever complain about them?”
1. Look at the pictures on the screen and say something about them.
2. Read each situation and think about the two questions. Then share the answers with the class.
3. Look at the pictures and talk about them using
“Would you ever complain about them?”
通过看图对话，培养学生发现问题、解决问题的能力，呈现新的词汇，复习旧的词汇。
Step 4
Listening (SectionB2a&2b)
(8minutes)
1. 2a .Let students listen and number the correct sentences (1~3) in Activity 1a.
Correct the answers.
2. Listen and fill in the blanks.
3.2b. Listen to the three conversations again. Ask students to fill in the blanks on their own.
Check the answers.
1. Listen and number the correct sentences (1~3) in Activity 1a.
2. Listen and fill in the blanks.
(1)Conversation 1
What made the girl unhappy?
She got the_______ _______shirt.
What’s her solution?
She will get a _______ shirt.
(2)Conversation 2
Where did this happen?
It happened in a __________.
What will he get?
He will get some ______ ______ right away.
(3)Conversation 3
What was the boy’s problem?
He got a pen that_____ ______.
3.2b. Listen to the three conversations again to fill in the blanks .C
heck the answers.
通过听力活动进一步对本单元语言项目进行操练，并培养学生听的能力。
Step 5
Pairwork(SectionB2c)
(5minutes)
1. 2c. First ask two students to read the example in the sample dialogue.
2. Then let students look at the problems in Activity 2b and work with their partners.
3. Role play the conversations from Activity 2b like this.
4. At the end ask several pairs of students to say their conversations to the class.
1. Read the example in the sample dialogue.
A: This shirt is too big. Would you mind giving me a smaller one?
B: Not at all. Here you are.
2. Look at the problems in Activity 2b and work with their partners.
3. Role play the conversations from Activity 2b like this.
4. Say their conversations to the class.
练习“表示请求”以及相应的问答。
Step 6
Writing (SectionA3a)
(10minutes)
1. Show some pictures on the screen and ask students to explain what is happening in each picture.
Look at these pictures and role play the conversations like this.
A: Would you mind (not) doing …?
B: ….
2. SectionA3a. Go through the instructions with the class. Look at the pictures and the note. Ask students to read the note.
Then let students fill in answers on their own.
Check the answers.
1. Look at the pictures and explain what is happening in each picture.
2. Role play the conversations like this.
A: Would you mind (not) doing …?
B: ….
3. Look at the pictures and read the note.
Then fill in answers on their own.
Check the answers.
通过这种指导性的写作练习，使学生们能书面使用目标语言“向别人提出请求”和“向别人表达歉意”，并提高学生综合运用语言的能力。
Step 7
Pairwork and Groupwork
(7minutes)
1. 3b. First look at the
sample dialogue. Let two students read it to the class.
Then make conversations using would you, could you, and have to like this one with their partners.
Ask several different pairs of students to say their conversations to the class.
2. Fill in the blanks and make conversations:
(sleeping in the bedroom, could you, turn down the TV, would you mind)
3. Choose a topic, and then discuss the things their need to do.
Topic 1
School Open Day
E.g.: A: Could you make some posters?
B: Sure, that’s no problem.
Topic 2
I want a healthy father!
E.g.: Please …/ Could you please…
You have to stop smoking.
1. Read the sample dialogue.
Then make conversations using “would you, could you, and have to” like this one with their partners. Say their conversations to the class.
2. Fill in the blanks and make conversations:
(sleeping in the bedroom, could you, turn down the TV, would you mind)
A: __________ babysitting your little cousin?
B: OK, I’ll do it at once. Do I have to __________?
A: Yes, she is __________.
B: OK, when I finish, _________ let me watch TV?
A: Of course.
3. Choose a topic, and then discuss the things their need to do.
Topic 1
School Open Day
Topic 2
I want a healthy father!
通过几个活动综合练习“would you, could you, have to”,提高综合运用语言的交际能力。
Step 8
Summary and homework
(2minutes)
This class we’ve done a lot of listening, speaking and writing practice using the target language.
Group A:
1. Make your own conversations.
2.Write a polite letter complaining about the activities to your neighbor or deskmate.
Group B:
1. Read the listening conversations on P91 and P92.
2. Make your own conversations.
Try their best to finish the homework well.
通过练习和作业，又把知识运用落实到学生的日常生活当中，达到学以致用的目的。
七、板书设计
Unit 7 Would you mind turning down the music?
barber terrible haircut
store clerk wrong size
be late movie
waitress work
A: This shirt is too big. Would you mind giving me a smaller one?
B: Not at all. Here you are.
wash the dishes feed the dog cook dinner go to the library do one’s homework
A: Could you make some posters ?
B: Sure, that’s no problem.
教学内容
Unit7 Section B 3a——Self check 2
课时
Period3
教学对象
八年级学生
设计者
一、教材内容分析
本节课是八年级下第七单元第三课时, 前两课时学生已经对话题语言重点进行了听说读写的基础练习，学生基本能够理解并口头运用了所学的话题语言，为本节课的读写活动打下了基础。本节课的目标是：让学生进一步通过读写训练，培养学生综合运用话题语言的能力。重难点是：能读会写，正确运用目标语言。具体训练任务如下：3a和3b是阅读和写作的训练，通过完成3a、3b的任务，加深学生对“提出请求，表达歉意”的理解和运用。P56第四部分的groupwork，学生间相互对话，填表，并以书面形式向全班同学汇报，这个任务是在前面几个任务的基础上，与学生的个人经历结合，培养学生创造性地使用目标语言，表达和描述自己内心的感受。Self Check让学生通过活动对自己遣词造句能力及语言综合能力进行了自我评价, 培养学生综合运用语言和做事的能力。但第2部分教师可先组织学生看图讨论，然后再完成任务。
二、教学目标（知识与能力，情感态度）
（一）知识目标：
1. Review some words and phrases learnt in this unit and learn new words and phrases: Line， wait in line，annoy，annoyed，polite，perhaps，door，cut in line，hasn’t=has not
2. Do reading and writing practice.
3. Key structures:I get annoyed when…When this happens, I would/may say…
（二）能力目标：1. Train students’ abilities of comprehension, reading and writing.
（三）情感态度：1. Be able to be polite and honest in life.
三、重点、难点
1. Key words and phrases in this period. 2. Understand the reading passenger.
3. Learn to write a polite letter using the target language learnt in this unit.
四、教法选择与学法指导
1.教法选择：(1)Reading and writing method.(2)Oral practice. (3)Self check method.
2．学法指导：运用上述教学方法指导学生充分调动口、眼、耳、脑的作用，多说、多写，并有效利用教材、录音、多媒体、卡通画等各种教学手段来提高学习效率。
五、资源准备 1. A computer for multimedia use. 2. A tape recorder.
六、教学过程
教学
任务
教师活动
学生活动
设计意图及
资源准备
Step 1 Greeting and Revision.
(4minutes)
1. Greeting Ss.
2. Check the homework.
3. Ask Ss to do the exercise.
1. Greeting the teacher.
2. Do the exercise. 用 would you mind …改写下面句子。
1. Don’t talk.
2. Please sit down.
3. Don’t use that pen.
4. Please turn off the light.
5. Don’t speak loudly in the library.
6. Please clean the classroom.
通过复习进一步巩固Would you mind …的用法。）
Step 2: Section B 3a
(11minutes)
1.Ask ss to have the Free talk:
2. Show new words and phrases.
3．Read the article to the class. Ask ss which words they don’t understand .Write these words on the board.
4. Let students read the article when they understand all the sentences .ask them to underline the things that are annoying .Then have them circle what people do when something annoying happens.
5. Let students listen and answer one main questions .Then check the answers.
6. Ask students to read it again and write T or F.
7. Ask ss to read and answer 4 questions.
8. Key points.
1. Talk it with your deskmate.
(1) Do you often get annoyed (get angry)?
(2) When do you get annoyed?
(3)Do you often complain about them?
(4.) What will you do when it happens?
2. Read new words and phrases.
3. Read and finish the exercise.
4. Read and underline the things that are annoying .then circle what people do when something annoying happens.
5. Listen and answer one main questions.
6. Read it and write T or F.
7. Read and answer 4 questions.
8. Take notes.
先通过自由谈话导入这篇短文。
再通过三读，使学生充分理解短文大意，获取信息，完成任务。
Step 3
3b
(5minutes)
1. Ask ss to look at the pictures. And ask difficult students to tell what is happening in each picture.
2. Go through the instructions with the class point to the blank lines where ss win fill in their answers.
3. Ask students to complete the activity on their own.
4. C heck the answer.
1. Look at the pictures with the class to tell what is happening in each picture.
2. Point to the blank lines where ss win fill in their answers.
3. Complete the activity on their own.
4. Correct the answer.
让学生通过观察图片，获取信息，来充分运用语言目标。
Step 4 Group work.
(8minutes)
1. Ask two students to read the dialogue.
2. Ask another pair of students to give another complaint and action.
3. Ask students to complete the work in groups. When they work .Walk around the room checking their progress and offering help if necessary.
4. Ask a few students to share the sample conversation.
5. List the most common complain and the best action advice.
1. Read the dialogue
2. Another pair of students to give another
3. Complaint and action..
Complete the work in groups.
4. Share the sample conversation.
通过各种途径练习，培养学生能用目标语言进行听、说、写的能力。）
Step 5 Self check 2
(7minutes)
1. Go through the instructions with the student look at the picture .Ask students to talk about the picture.
2．Ask ss to write a letter on their own.
3. Ask a few students to share their letters.
4. Check the answers. Answer will vary.
1. Talk about the picture.
2. Write a letter on their own.
3. A few students to share their letters.
4. Correct the answers.
通过话说图片，获得所用信息。培养学生写作能力。
Step 6: Exercise.
(5minutes)
1. Ask students to fill in the blanks on their own. Then check the answers.
2. Ask students to make their own sentences with the words.
1．Fill in the blanks on their own.
2．Make their own sentences
通过选词填空，进一步巩固学生对本单元重点单词和词组的用法。
Step 7: Summary
(3minutes)
This class we’ve had a lot of reading, writing and speaking practice using the target language.
We’ve reviewed words and phrases of this unit .And we’ve done a writing exercise using the target language.
通过小结，学生明确这节课学了什么。
Step 8: Homework.
(2minutes)
Group A:
1. Make conversations.
2. Retell the story.
Group B:
Make conversations.
Do their homework.
通作业，又把知识运用落实到学生的日常生活当中，达到学以致用的目的。
七、板书设计
Unit 7 Would you mind turning down the music?
Words and phrases:
Key structure:
I get annoyed when …
When this happens .I would / may say …
Would you mind …?
Would you mind not …?
教学内容
Unit7 Reading: would you mind keeping your voice down?
课时
Period4
教学对象
八年级学生
设计者
一、教材内容分析
本课时是unit7的第四节课，是一篇阅读课文，所选的阅读材料依然紧扣本单元的语言目标，通过阅读教材，让学生学会： 1. 运用阅读策略，通过寻找主题句来快速获取文章大意，提高阅读速度及效率，培养对语篇的综合理解能力，同时促进写作水平的提高。2. 查字典、翻阅资料、养成小组合作的习惯，培养自学能力。3.了解不同国家及文化背景下的礼仪，更好地遵守社会公德。
二、教学目标（知识与能力，情感态度）
（一）知识目标：1. Key vocabulary: Asia, impolite, allow, voice, public, break, smoke, careful, drop, litter, pick
2. Reading: Would you mind keeping your voice down?
（二）能力目标：1. To train students’ reading comprehension.
2. To train students how to use the strategy of reading. 3. To train students’ ability of getting information.
（三）情感态度：To enable Ss to behave politely in public places and in our daily life.
三、重点、难点
1. Key Points (1)Key vocabulary:Keep…down; at first; put out; pick…up; seem like…;stand close to; even if…;in public places; break the rules; join the line; drop litter.
(2)Understand the passage correctly.
2. Teaching Difficulties Write a good polite letter complaining about something.
四、教法选择与学法指导 经过前面几节课的学习，学生已经学会了如何更礼貌的提建议，这时进行阅读策略教学则顺理成章。所以我准备采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习,在完成任务的同时学习语言。在阅读文章，理解文章，分析文章之后做适当扩展和延伸。让学生在各个任务链中完成阅读任务，并尽可能降低文章难度，将难点分散，引导学生逐步延伸话题，为进一层拓展做好准备；并用寻找主题句的办法让学生更好地理解文章，以此来培养学生的阅读策略，进而培养学生阅读能力。
五、资源准备 1. A computer for multimedia use. 2. A tape recorder.
六、教学过程
教学任务
教师活动
学生活动
设计意图及
资源准备
Step 1
warm up
(2minutes)
Greet the class as usual and show the learning goals.
Greeting the teacher.
Step 2
Section 1 Before You Read
(3minutes)
Pairwork. First ask students: Do you know the word “behavior”? Let students look at the picture below. Ask how many bad behaviors can you see?
Then have students make a list with their partners.
Look at the picture below and find out how many bad behaviors.
Then make a list with their partners.
情境导入，让学生通过描述图画情景，提高学习兴趣，培养学生的话题口头语言表达能力。
Step 3
Section 2 While You Read
(16minutes)
1. Play the tape for students to listen and answer the questions:
2.(1) Ask ss to read reading strategy:
(2) Let ss read and underline the topic sentence of each paragraph.
(3)Then do 3a. Match the paragraphs with the best summaries.
3. Ask ss to read the passage carefully and answer more questions about the passage.
4. Read again; Explain some useful phrases and some sentences what ss can’t understand.
5. Have a word Competition.
1. Listen and answer the questions: (1).What does “etiquette” mean?
(2). Is etiquette the same in every culture or in every situation？
2.(1)Read: Topic sentence is a summary sentence of each paragraph. It may be at the beginning of the paragraph or at the end of the paragraph, it also may be in the middle of the paragraph.
(2).Read and underline the topic sentence of each paragraph.
(3) Match the paragraphs with the best summaries.
3. Read and answer more questions about the passage. (1).If someone cuts in front of you in a line, what should you say?
(2). If someone is smoking on a bus, what should you say?
(3. If you see someone you know dropping litter, what should you say?
Then complete the forms According to the text.
1.通过听来进行文章的整体感知，对文章大意有初步了解
2.快速阅读，同时进行阅读策略的指导，提高学生的阅读速度。。
3精读，培养阅读策略，考察学生对文章的大致了解．
5.处理知识点。讲练结合，提高课堂的实效性
Step 4
Section3 After you read
(10minutes)
1. 3b Ask students to think of polite suggestions they could make to each person who is breaking a rule of etiquette according to the picture.
2. Groupwork. Who is the polite star?
Have Ss discuss and give a Report: we think … is the polite star. Because he/she…in class,… at home and …in public.
3. 3c Scan the reading quickly again and find examples of behavior from it. Ask students Are these things always wrong, or does it depend on situation or culture?
Then let students put them in the correct column.
Check the answers.
1. Students think of polite suggestions they could make to each person who is breaking a rule of etiquette according to the picture.
Example:
A: A girl is dropping litter.
B: You may say would you mind picking it up?
Role play with a partner.
Ask some students to say their suggestions.
2. Discuss: Who is the polite star? and give a Report
3. Find examples of behavior from reading. Then answer: Are these things always wrong, or does it depend on situation or culture?
at last put them in the correct column.
接收语言信息以后，这是语言输出的过程。口头训练。回归主题，同时为写作做铺垫。
Step 5
Section 4 Go for it!
(10minutes)
1. First ask students: Have you seen someone breaking a rule of etiquette?
Then ask them to write a letter of complaint to the local newspaper according to what they have seen.
2. Ask students to check their writing with their partners.
Answer the question: Have you seen someone breaking a rule of etiquette? Then write a letter of complaint to the local newspaper according to what they have seen.
2. Check their writing with their partners.
书面落实，进一步了解不同国家及文化背景下的礼仪，更好地遵守社会公德。
Step 6
Summary
(2minutes)
Ask: What have we learned?
We’ve also learned something about the word “etiquette”. xkb1.com
总结本节所学内容。
Step7
Homework
(2minutes)
Group A:
1. Try to find out some rules of etiquette that are different in foreign countries.
2. Finish the workbook.
Group B:
Finish the workbook.
Finish their homework.
通过作业，又把知识运用落实到学生的日常生活当中，达到学以致用的目的。
七、板书设计
Reading: Would you mind keeping your voice down?
etiquette—normal and polite social behavior
Would you mind (not) doing this?
Excuse me. Could you please...？
教学内容
Unit7 Reading: would you mind keeping your voice down?
课时
Period5
教学对象
八年级学生
设计者
一、教材内容分析
本节课是Unit 7的第五课时，是一节复习课。通过复习、归纳、拓展延伸本单元语言知识，掌握重点词汇及句型，理解Would you mind +doing... ? 含义，掌握其结构，能够灵活运用所学词汇及目标语，以口头、笔头形式能向对方委婉地提出请求及表达自己的不满，从而进一步提高学生的听说读写能力，并能独立完成相关练习。
二、教学目标（知识与能力，情感态度）
（一）知识目标：
1. Key words: allow, break, politely, polite, yard, smoking, line, break, cough, picking, public, brought, litter, voice, follow, annoyed, earlier.
2. Key expression: 3. Reading and Writing practice
（二）能力目标：1. To train students how to use target languages. 2. To train students’ ability of writing.
（三）情感态度：To enable Ss to form a good habit
三、重点、难点
Use Key words and expressions. Grammar Focus Reading and Writing practice.
四、教法选择与学法指导 本节课是对本单元的复习课，教师要引导学生将本单元知识点予以梳理归纳，并进行检测以达到运用的目的；学法上要指导学生及时复习、翻阅平时的笔记，以巩固所学知识。
五、资源准备 1. A computer for multimedia use. 2. A tape recorder.
六、教学过程
Review of Unit7
一、复习目标一：单词运用
1.Parents don’t ______ their kids to stay out at night.(允许)
2.The waitress ________ me the wrong food.(拿来)
3. You should be _____ to old people. Please speak to them_________.(有礼貌)
4. Could you please clean the _____?(院子)
5. Would you mind not ___________ here?(吸烟)
6. I get annoyed when someone cuts in ______.(队)
7. We should take care not to ______(咳嗽) or sneeze in ______.(公众)
8. It’s not right to _____(掉下) ______(垃圾) everywhere.
9. Would you mind ________(捡起) it up?
10. If you ______(违反) the rules, your teacher will be mad.
11.The waitress _________(买)a watch yesterday .
12.________(也许)in the future I should try not to be so polite.
13.There are other places where talking loudly is not ______(允许).
14.Would you mind keep your ______(声音).
15. Would you mind _______(洗)the dishes ?
16.Could you please not ______(跟着)me around ?
17.I get ________(生气)when someone talks to me while I’m reading.
18.Could you please come_____(早一点)next time?
二、复习目标二：检测词汇
翻译下列短语：
立刻,马上 一点也不 出来 从…出来 帮助某人做某事 在…方面帮助某人 大声讲话 觉得不舒适 好象 排队等待 插队 变得生气 发生在某人身上 努力不去做某事 小心不去做某事 在公众场合 压低你的声音
违反规定 捡起 熄灭 举起 张贴 穿上 把…放好 调低 调高 关掉 打开
三、复习目标三：Grammar
用所给词的适当形式填空：
1. - Would you mind ______(turn) down the music? - No, not at all. / of course not./Certainly not./No problem
- Sorry, I’ll do it right away / in a minute.
2. – Would you mind _________(not smoke) here? - No, not at all. / of course not. / Certainly not.
- Sorry, I won’t do it/that again.
3. – Could/Would you please ________(turn) down the music?
4. – Could/Would you please ________(not smoke) here?
5. 你能不能开一下门？
Would you mind _______ (open) the door?
Could you please _____ (open) the door?
Why don’t you ______ (open) the door?
Why not ________ (open) the door?
Please _________ (open) the door?
Would you like_______ (open) the door?
四、复习目标四：知识链接
选用恰当的词填空：
1.(in/after)
I’ll go to see my uncle ___ a week.
____ two hours ,they got to the top of the hill.
2.(turn up/turn down/turn on/ turn off)
It’s dark, Please _____ the light.
Don’t ______ the radio. It’s too noisy.
3.(have to/must)
It’s raining hard outside. I ____ stay at home.
You _____ finish your homework.
4.(a little/ a bit of/a bit)
Can’t you walk _________ faster?
Give me _________ water to drink, please.
There is still __________ time left.
五、复习目标五：语言知识
1. My clock doesn’t ___. Can you mend it for me?
A. use B. work C. walk D. move
2. Would you mind opening your window?____.
A. Sorry, I don’t. B. No, you don’t
C. No, not at all. D. That’s right.
3. He ___ back in a minute.
A. come B. comes C. will come D. came
4. I don’t ___ where to go for our holiday at all. You can decide yourself.
A. have B. want C. like D. mind
5. He got ___ when he ___ the news.
A. annoyed, heard B. annoy, hears
C. annoying, heard D. annoyed, hears
6. Would you mind ______ the litters, please?
A. droping B. drop C. dropping D. to drop
7. Would you like __ to my house for dinner?.
A. coming B. come C. to come D. don't come
8. The TV is too loud. Could you please ___?
A. turn it down B. turn down it
C. turning it down D. turning down it
9. ____ in public is impolite.
A. Talking loud B. Talking loudly
C. Talk loud D. Talk loudly
10.—Will you please ______it for me? —Sure.
A. to do B. doing C. does D. do
11. Would you mind _________ loudly at night?
A. not to sing B. not sing C. singing not D. not singing
12.He helped us ______the way ______ the station.
A. to find, in B. found, of C. find, to D. find, for
13.He saw a pen on the floor and _______.
A. picks it up B. pick up it
C. picked up it D. picked it up
14.Jacky, could you please _____ the TV a little bit? Your father is sleeping.
A. turn off B. turn on C. turn down D. turn up
15.If that _______, I won’t go back to that store again.
A. happened to me B. will happen me
C. happens on me D. happens to me
16. --Could you please ______ so much noise?
A. not making B. don’t make
C. not to make D. not make
17. --Would you like to join us ? --Yes,______.
A. I would B. I’d love to C. I’d love D. I’d like
六、复习目标六：Writing practice
1. 完成下列表格 Complaint to my new neighbor
To Whom
Complaint
Action
Man
He is singing too loud.
Woman
Would you mind not throwing the rubbish?
He is playing football.
2. 给你的新邻居写一封信，诉说你的苦衷，并礼貌地提出你的要求。
Dear Mr. and Mrs Harris, __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Example:
I feel so nice to have you as my neighbor. However, I have to say you also bring some trouble to us. Would you mind not singing too loud? I cannot do anything else when I hear the noise. Every day, I can find rubbish outside my window. So would you mind not throwing the rubbish. And your son is playing football at home all day. Would you mind asking him not to play there? Thank you for your cooperation!
Yours sincerely,
Tommy
七、板书设计
