新目标英语八年级下第七单元教案设计
新目标英语八年级下册Unit7说课稿
新目标英语八年级下册Unit7说课稿Unit7 Would you mind turning down the music ? SectionA.period 2 3a-3b 一、说教材（一）教材内容分析本单元谈论的主题是make request，目标语言是要求学生学会使用Would you mind V-ing ?句型，will表示将来计划，could表示有礼貌的请求三项教学内容。
其主要学习方法是Reflecting和Practicing。
从教材的整体来说本部分既是将来时用法的延续，又为后面提意见的学习打下基础，具有承上启下的作用；再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。
（二）教学重点和难点1.教学重点（1）学习Would you mind v-ing …句型、could 表示有礼貌的请求。
（2）词汇：finish ,task,have to 2.教学难点Would you mind …句型的回答。
（三）教学目标1. 知识目标：学习Would you mind …句型和could 表示有礼貌的请求。
2. 能力目标：学会使用礼貌用语，运用Would you mind V-ing …? could进行课堂交际。
3. 情感目标：在与他人交流时，学会使用有礼貌的语言，体现深度的文化教养。
二、说学生 八年级的学生已掌握一定的基础知识，但是八年级学生大多数上课表现欲较七年级学生弱，他们更多地在听，而口语表达不再那么积极。
学生对于如何请求他人已经有所掌握，很早就掌握了could /can 等情态动词的用法。
三、说教法1）本课主要采用直观演示法和练习法进行教学。
2）创设问题情境，借以充分调动学生求知欲，激发学生的探究心理。
的原则，在学生以小组3）坚持“以学生为主体，以教师为主导”）坚持“以学生为主体，以教师为主导”的原则，在学生以小组运用情景交际法，让让运用情景交际法，在老师启发引导下，运用情景交际法，为单位讨论基础上，在老师启发引导下，学生自主编排对话进行练习，充分体现出学生的主体性。
人教版新目标八年级英语下册全册电子版教案
人教版新目标（新）八年级下册电子教案Unit 1What's the matter?第一课时Section A (1a-2d)1.重点单词：matter，back，sore，throat，stomachache，foot，neck，stomach，fever，lie，rest，cough，Xray，toothache，headache2．重点短语：have a sore throat，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor3．重点句式：—What's the matter?—She talked too much yesterday and didn't drink enough water.She has a very sore throat now.You should drink some hot tea with honey.It doesn't sound like you have a fever.You need to take breaks away from the computer.I think I sat in the same way for too long without moving.If your head and neck still hurt tomorrow，then go to a doctor.1．重点短语和句型2．询问对方身体状况的句型及答语询问对方身体状况的句型及答语一、预习课本P1-2新单词并背诵，完成下面的汉译英。
1．问题____________ 2.背部____________3．疼痛的____________ 4.嗓子____________5．胃痛____________ 6.脚____________7．脖子____________ 8.胃____________9．发烧____________ 10.平躺____________11．休息____________ 12.咳嗽____________13．X光____________ 14.牙疼____________15．头疼____________二、认真预习1a-2d找出下列短语和句型。
人教新目标八年级英语下册教案：Unit7
Unit 7What's the highest mountain in theworld?Period 1(Section A 1a－2d)1．square【点拨】square作形容词，意为“平方的；正方形的；方的”。
如：①The old city covers an area of about 326 square kilometers.这个古老城市的面积大约是326平方千米。
②a square table 方桌【延伸】(1)square作可数名词，意为“正方形”。
如：The cookies were in the form of squares.那些饼干是正方形的。
(2)square作可数名词，也可意为“(常为正方形的)广场”。
如：①The hotel is just off the main square.旅馆就在主广场附近。
②Tian'anmen Square 天安门广场(3)square作可数名词，还可意为“平方”。
如：16 is the square of 4.十六是四的平方。
2．population【点拨】(1)population 意为“人口”，教学目标1.要求学生学会谈论地理和自然，掌握一些世界之最2．要求学生掌握形容词和副词的比较级和最高级的用法重点词汇square, meter, deep, desert, population, Asia, feel free, tour, tourist, wall,ancient, protect, wide, as far as I know重点句型①Qomolangma is 8，844.43 meters high.②The Sahara is about 9，600，000 square kilometers in size.③China has the largest/biggest population in the world.④The main reason was to protect China.⑤As far as I know, there are no man－made objects as big as this.难点较大数字的表达与朗读population与定冠词连用作主语，谓语动词用单数。
新目标英语八年级下第7单元知识点讲解及练习
Unit7What’sthehighestmountainintheworld?TeachingAims:○1掌握本元要点及能用比和最高各之最。
○2能听懂和相关地理和自然的。
Keypoints:Phrases:insize,intheworld,2meterstall/long/wide,thebiggestpopulation,oneofthebig gest,themostpopularquestion,talkabout,theancientemperors,themainreason,asfarasIknow,noman-madeobjects,mountainclimbing,thesouthwesternpartofChina,thickclouds,coverthetop,riskone’s life,challengeoneself,achieveone，theforest ofnature,’sdream trytodosth.,thespiritoftheclimbers,manytimesmorethan,liveupto,pr eparebeawake,bespecialtosb.,spendsometime doingsth.,intheremaining forest,endangeredanimals,inthefuture⋯Sentences:What’theshighestmountainintheworld?Qomolangma.HowlongisQomolangma?It’smetershigh.It’shigherthananyothermountain.Whichisthedeepestsaltlakeintheworld?TheCaspianSeaisthedeepestofallthesaltlake.DidyouknowthatChinaisoneoftheoldestcountriesintheworld?Yes,Idid.It’smucholderthantheUS.Difficultpoints:形容和副的比和最高化和用法。
人教新目标八年级英语下册第7单元教案教学设计
d.口语和书面表达练习，鼓励学生运用所学知识，描述科技对生活的影响，并提出自己的观点和建议。
2.学生针对课堂讨论的问题，撰写一篇小短文，用自己的话总结科技对生活的利与弊，并对未来科技发展进行预测。
a.短文要求结构清晰，观点明确，语法正确，词汇运用恰当。
4.学生在完成任务的过程中，锻炼口语和书面表达能力，教师给予指导和建议。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结词汇、语法、阅读策略等方面的知识点。
2.学生分享自己在课堂上的收获和感悟，教师给予肯定和鼓励。
3.教师强调科技对生活的影响，引导学生关注现实问题，培养他们的社会责任感和环保意识。
（3）教授听力技巧，如：预测、关键词识别等，提高学生的听力策略。
4.针对口语和书面表达教学，采用以下设想：
（1）组织小组讨论，让学生在交流中提高口语表达能力。
（2）设计写作任务，引导学生运用所学知识进行书面表达。
（3）提供反馈和指导，帮助学生改进表达中的不足。
5.针对情感态度与价值观的培养，采用以下设想：
2.教师讲解一般现在时和一般将来时的用法，结合课文内容进行示范，让学生在实际语境中感知两种时态的运用。
3.教师引导学生学习课文，运用阅读策略（如：预测、扫描、略读等）理解课文内容，获取关键信息。
4.教师针对课文中的重点、难点进行讲解，帮助学生深入理解课文。
（三）学生小组讨论
1.教师将学生分成小组，每组针对以下问题进行讨论：
（1）结合科技发展的话题，引导学生关注社会问题，培养责任感。
（2）组织环保活动，让学生在实践中体验环保的重要性。
（3）通过课堂讨论，引导学生形成正确的价值观。
八年级英语下册 Unit 7 What’s the highest mountain in the world教案 (新版)人教新目标版
Unit 7 What’s the highest mountain in the world?教学目标：1语言目标：掌握本单元重点词汇及能用比较级和最高级谈论各之最。
2 技能目标：能听懂和谈论有关地理和自然的话题。
3 情感目标：培养学生热爱大自然，保护环境的意识。
教学重点：短语: in size, in the world, 2 meters tall/long/wide, the biggest population, one of the biggest, the most popular question, talk about, the ancient emperors, the main reason, as far as I know, no man-made objects, mountain climbing, the southwestern part of China, thick clouds, cover the top, risk one’s life, challenge oneself, achieve one’s dream，the forest of nature, try to do sth., the spirit of the climbers, many times more than ,live up to, prepare …for.., be awake, be special to sb., spend some time doing sth., in the remaining forest, endangered animals, in the future…句子:What’s the highest mountain in the w orld?Qomolangma.How long is Qomolangma?It’s 8,844.43 meters high. It’s higher than any other mountain.Which is the deepest salt lake in the world?The Caspian Sea is the deepest of all the salt lake.Did you know that China is one of the oldest countries in the world?Yes, I did. It’s much older than the US.教学难点：形容词和副词的比较级和最高级变化规则和用法。
八年级英语下册 Unit7《Would you mind turning down the music》period1教案 人教新目标版
辽宁省辽阳市第九中学八年级英语下册 Unit7《Would you mind turning down the music》period1教案人教新目标版✧Topic: Complaints✧Functions: Make requests Apologize✧Structures: Would you mind +gerund (formulaic)Will for intentions✧Target language:Could for polite requests----Would you mind moving your bike?----Not at all. I’ll do it right away.----Could you please take out the trash?----Sorry. I’ll do it right away.✧Vocabulary:move, annoy, cut in line, wrong size, right away, in a minute✧Recycling:cleaning the yard, playing baseball, turning down the music, getting up,doing the dishes, wearing jeans, cleaning your room, getting out of the bathroombabysit, wash, have to, library, bike, homework, movie, tonight, late,great, terrible,haircut✧Learning Strategies:Reflecting & practicingBrief teaching procedures:1st periodI.Duty reportII.Lead-in●Ask the students to revise the polite ways of asking people to do things.eg. Can you give me the book?Please give me the book.Could you please give me the book?Would you like to give me the book?●Today we will learn a very polite way of making a request.Would you mind giving me your book?III.1a●Talk about the picture in 1a. Students ask and answer questions about thepictures in pairs.●Ask the students to repeat each phrase .Explain what each one means.●Match the requests with the people in the picture. Ask students to writethe letter of each request in the correct place in the picture.IV.Listening practice●Read the instructions and point to the list of requests in activity 1a.●Play the recording twice, let the students write the numbers 1 through 4on the lines after the requests.●Play the recording a third time, let the students repeat each conversation. V.Pairwork●Ask the students to make requests in pairs●Ask some pairs of students to say their conversations to the class.VI.Listening practice (2a&2b)●Read the instructions and point to the five pictures.●Play the recording the first time. Students write the number of eachconversation in front of the correct picture.●Play the recording a second time, let them write the letters in the blanks.●Check the answers.●Play the recording a third time, and repeat each sentence.VII.PairworkStudents make conversations after the models.课后反思。
八年级英语下册第七单元教案
八年级英语下册第七单元教案教案标题：Exploring Cultural Diversity教案目标：1. 通过本课学习，学生将了解不同文化之间的差异和相似之处。
2. 学生将学会用英语谈论自己的文化背景和习俗。
3. 学生将通过小组合作和讨论，培养团队合作和沟通能力。
教学重点：1. 学习并掌握有关文化多样性的词汇和短语。
2. 学会用英语描述和比较不同文化之间的差异和相似之处。
3. 学会运用所学知识，进行小组合作和讨论。
教学资源：1. 课本：八年级英语下册2. 多媒体设备：投影仪、音频设备3. 板书工具：黑板/白板、彩色粉笔/白板笔教学准备：1. 确保课本和多媒体设备正常运行。
2. 准备相关图片和视频素材，以便学生观看和讨论。
3. 准备小组合作活动的任务和指导材料。
4. 准备板书，包括本课的主要词汇和短语。
教学过程：Step 1: Warm-up (5分钟)- 使用一张世界地图或图片，引导学生讨论不同国家和地区的文化特点。
例如，问学生他们知道哪些国家有不同的官方语言、节日或风俗习惯等。
Step 2: Presentation (15分钟)- 使用多媒体设备展示有关不同文化的图片和视频素材，引导学生观看和讨论。
- 通过展示图片，向学生介绍本课的主要词汇和短语，例如tradition, custom, festival, etc. 并帮助学生掌握其发音和意义。
Step 3: Practice (20分钟)- 将学生分成小组，让他们讨论自己国家/地区的一些特色文化习俗。
鼓励学生使用所学的词汇和短语进行描述和比较。
- 每个小组选择一个代表，向全班汇报他们的讨论结果。
其他小组可以提出问题或提供反馈。
Step 4: Consolidation (15分钟)- 使用多媒体设备展示一些关于不同文化的事实和数据，例如不同国家的人口、宗教信仰、语言等。
- 引导学生讨论这些数据背后的文化差异和相似之处，并帮助他们总结出结论。
八年级英语下册Unit7What’sthehighestmountainintheworldSectionA(3a-4c)教案(新版)人教新目标版
Unit 7: What’s the highest mountain in the world?The Second Period（教学内容，3a-4c）Teaching aims（教学目标）1．Know the main introduction of Himalayas and Qomolangma2. Master the usage of comparative forms and superlative forms of adjectives.Language points（语言点）要求掌握以下句式：What’s the highest mountain in the world? (Qomolangma.)Which is the d eepest salt lake in the world? (The Caspian Sea is the deepest of all the salt lakes.)How high is Qomolangma? (It’s 8844.43 meters high. It’s higher than any other mountain.)2．要求掌握以下词汇：（1）动词：include, succeed, challenge, achieve（2）名词：achievement, condition, force, nature, ocean, the Pacific Ocean（3）形容词:southwestern, thick, freezing( 4 ) 词组：take in, in the face of, even thoughDifficulties（难点）：the usage of comparative forms and supe rlative forms of adjectives.Teaching steps（教学步骤）1. Lead-inQomolangma ---the most dangerous mountain in the world1. Have you ever heard of Qomolangma?2. What does it look like?3. The background of Qomolangma and Himalayas教学设计说明：本环节旨在让学生初步讨论得知喜马拉雅山和珠穆朗玛峰的一些基本的常识，为下面的阅读打下坚实的基础。
新目标英语八年级下册全册教案
人教版新目标英语八年级（下册）英语教学计划一、指导思想为促进教育教学质量的提高，在本学期的英语教学中，要坚持以下理念的应用：1、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；2、突出学生主体，尊重个体差异；3、采用任务型的本文来自范文网教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；4、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
二、全期教学总目标学生应有较明确的英语学习动机和积极主动的学习态度。
能听懂教师对有关熟悉话题的陈述并能参与讨论。
能读供七至八年级学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。
能根据阅读目的运用适当的阅读策略。
能与他人合作，解决问题并报告结果，共同本文来自范文网完成学习任务。
能在学习中互相帮助，克服困难。
能合理计划和安排学习任务，积极探索适合自己的学习方法。
在学习和日常交际中能注意到中外文化的差异。
三．教材简要分析《新目标英语》八年级（下册），全书共有十个单元，另两个复习单元。
本教材各单元话题灵活，贴近生活实际。
本册书将学习的一些语法知识点有：一般将来时、过去进行时、现在完成时、间接引语、时间状语从句、条件状语从句、反意疑问句等。
同时每个单元后都提供了一篇阅读文章，用以训练学生的阅读能力，扩大学生的阅读量。
四、学情简要分析整体而言，学生成绩和学生的学习态度的两级分化十分严重，少部分英语基础好的优秀学生，不管是在学校，还是在家，都能认真学习、主动思考问题，同时还能够及时反馈学习情况，在他们身上，教和学得到了比较好的统一。
与此相反的是，另一部分同学英语基础很差，有些连26个字母都不能背全；学习态度也十分懒散，不但不愿学，不想学，还影响课堂纪律，影响他人学习。
其他大部分学生属于中间层次，虽然不太吵，但学习情况依然很不理想，还是存在很多不想学不愿学的情况。
人教版八年级英语下册Unit7大单元教学设计
c. How can we implement these solutions in our daily lives?
3.小组展示：每组选派一名代表进行成果展示，其他组员进行补充。
（四）课堂练习
1.教学内容：设计一系列练习题，包括词汇、语法、听力、口语和写作等方面，巩固所学知识。
6.情感态度方面，学生对环境问题充满好奇心，愿意关注和参与环保活动，但可能缺乏实际行动的动力。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和语法：本章节的重点词汇和短语，如debate, global warming, pollution, energy等，以及被动语态和情态动词的用法。这些知识点是学生进行有效听说读写的基础，需重点讲解和练习。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法，帮助学生达成教学目标：
1.采用任务型教学法，让学生在完成具体任务的过程中，运用所学知识，提高英语实际运用能力。
2.利用多媒体教学资源，创设情境，激发学生的学习兴趣和参与意识。
3.组织课堂讨论和辩论活动，培养学生的思辨能力和合作精神。
4.设计丰富的阅读和写作活动，提高学生的阅读理解和写作能力。
2.学会使用一般现在时和一般将来时描述环境问题及解决方案。
3.能够理解和运用本单元所学的语法知识，如：被动语态、情态动词的用法等。
4.提高听力技能，能够理解并获取关于环境问题的信息。
5.提高口语表达能力，能够就环境问题进行讨论和辩论。
6.提高阅读技能，能够阅读并理解有关环境问题的文章。
7.提高写作技能，能够撰写关于环境问题的短文。
2.练习形式：个人练习、小组合作、角色扮演等。
人教版八年级英语下unit7教案
人教版八年级英语下unit7教案Unit 7 Teenagers should be allowed to choose their own clothesTeaching Goals:1. To help students understand and use vocabulary related to clothing and fashion.2. To enable students to express their opinions on school uniforms and dress codes.3. To develop students' speaking and writing skills through discussions and written assignments.4. To encourage students to think critically about rules and regulations in schools.Teaching Procedures:Step 1: Warm-up (10 minutes)- Start the class by asking students about their opinions on school uniforms. Do they prefer wearing uniforms or casual clothes to school? Why?- Show pictures of different types of school uniforms and casual outfits, and ask students to describe each one.- Introduce key vocabulary related to clothing and fashion, such as "trendy", "stylish", "fashionable", "casual", "formal", etc.Step 2: Reading and Vocabulary (15 minutes)- Hand out the reading passage about school dress codes and uniforms to students.- Ask students to read the passage silently and underline any key vocabulary words they are unsure of.- Have students work in pairs to discuss the meaning of the vocabulary words and come up with synonyms or definitions for each word.- Go over the vocabulary words as a class and make sure students understand their meanings.Step 3: Discussion (20 minutes)- Divide the class into small groups and give each group a list of discussion questions related to school dress codes.- Encourage students to express their opinions and provide reasons to support their views.- After the group discussions, have a class debate on whether teenagers should be allowed to choose their own clothes in school.- Ask students to present their arguments and counterarguments in the debate.Step 4: Writing Assignment (20 minutes)- Assign a written assignment to students, asking them to write an essay on whether school uniforms are necessary or if teenagers should be allowed to choose their own clothes.- Provide a list of guidelines for the essay, such as using persuasive language, providing examples to support their arguments, and structuring their essay with an introduction, body, and conclusion.- Collect the essays at the end of the class for grading and feedback.Step 5: Follow-up Activity (10 minutes)- To wrap up the lesson, play a fashion show game where students can showcase their own style and creativity by dressing up in different outfits.- Encourage students to describe their outfits and explain why they chose to wear them.- Reward students with prizes for the most creative or stylish outfits.Homework:- For homework, ask students to research on dress codes in different schools around the world and write a short report on their findings.Evaluation:- Evaluate students based on their participation in class discussions, their written assignments, and their ability to express their opinions clearly and persuasively.Overall, this unit will help students develop their critical thinking skills, improve their vocabulary and language proficiency, and engage in meaningful discussions on a relevant topic that affects them directly - school dress codes and rules. By the end of the unit, students should be able to express their opinions confidently and respectfully, and understand the importance of individuality and self-expression in the context of school uniforms and clothing choices.。
人教版八年级英语下册第七单元(教学设计)
人教版八年级英语下册第七单元（同步教学设计）Unit 7 What’s the highest mountain in the world?Unit 7 What’s the highest mountain in the world?100,0001,000,000（from the right to the left）The first ma means thousand；the second ma means million.3. Practice reading the following numbers.1231,23412,345 123,4561,234,567 12,345,678 123,456,789 909,808,00799,600,000 1,0256,6718,844.43 6,3005,0005,4643008,8504. Teach the new words：square, meter, deep, desert.【设计意图】通过图片导入，一方面加强学生对英语中数字写法的认知，一方面加强学生对于数字读法的认知。
Step 3 PracticeWork on 1a1. Show the pictures in 1a on the screen. Ask students if they know these places. Then teach：Qomolangma, the Nile, the Caspian Sea, the Sahara.2. Look through the chart.3. Have students match the facts individually.4. Check the answers.Answers：Work on 1b1.Look through the sentences in 1b and predict the answers.2.Play the recording for the first time. Have students pay attention to the key words while listening. Write some key words if necessary.3.Play the recording again. Students listen and fill in the blanks.4.Check the answers.Answers：1. higher 2. the biggest 3. the deepest【设计意图】通过完成听力任务，检查学生对听力内容是否真正理解，并训练学生的短期记忆能力。
八年级英语下册Unit7教案设计(新目标)
八年级英语下册Unit7教案设计（新目标）munication.（三）情感态度：TobeinterestedincommunicatinginEnglish.三、重点、难点1.KeyPoints:(1)Keyvocabulary.(2)MasterthestructuresinGrammarFocus.(3)L isteningpractice.2.TeachingDifficulties:(1)Howtoimprovestudents’listeningability.(2)Makeco nversationsusingthekeystructures.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wouldyoumind(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listeningmethod,speakingmethod,cooperatingmethod,inductivemethod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.Acomputerformultimediause.2.Ataperecorder.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Step1warmingup(3minutes)Let’ssaythechart“No,notatall”.TeachersaysandhaveSsdo. Sayanddothechart:“No,notatall”.“Standup,standup,wouldyoumindstandingup?Sitdown,sitdown,wouldyoumindsittingdown?Clapyourhands,clapyourhands,Wouldyoumindclappingyourhands?Touchyournose,touchyournose,Wouldyoumindtouchingyou rnose?”“No,notatall”.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。
新目标八年级英语下册Unit 7教学设计
新目标八年级英语下册Unit 7教学设计nit7 Would you mind turning down the music?Section A?a銆?b銆?c紝鍧囧洿缁?a幇Would you mind +銆傚啀鍛堢幇Would you mind not+?a鐨勫?a銆?b鎴愩€?a2b?a ould you mind 鈥?鍜學ould you mind not鈥?2b?c瑕佹眰浠?a銆?b熻兘椤圭洰銆傚湪3a3b ould you, Could you, have to?閮ㄥ垎鐨刧roupwork?Section B?a銆?a銆?b 閮藉洿缁曠殑鍗￠€氱敾灞曞紑锛?c鏄?a銆?b紝3a鍜?b3a銆?b鐨勪换鍔★紝鍔犳繁瀛︾敓瀵光€В鍜岃繍鐢ㄣ€係elf check屼絾绗?2ф,鍗抽€氳繃瀵绘壘涓鏂囧寲鑳屾櫙涓嬬殑绀间华锛?紝浠ュ強濡備綍鍋氬嚭鍚堥€鐨勫彞鍨嬧€濓紝鎴戝皢SectionB1a-2c鍜孲ectionA3a-4鏁村悎鍦ㄤ竴璧蜂綔涓ectionB1a-2cН鏋佹€э紝ectionA3a-4鈥濈殑鐞嗚Вч?т笂鍐孶nit 11an you鈥?/could you 鍙奀ould you please鎻愬嚭璇锋眰,х殑锛屽唴瀹硅创杩戠敓娲伙紝瀛︾敓姣旇緝瀹规槗杩涘叆瑙掕壊銆?鐨勮嚜涓汇€佸悎浣溿€佹帰绌躲€佸疄璺电殑鑳藉姏銆傚洜姝ゅ湪鑰冭檻鏈鈥滃揩涔濯掍綋璇句欢灞曠ず锛屽苟閰嶄互涓板瘜鐨勫浘鐗囧強鑹插僵锛屼负瀛︾敓鐨箰鎴愰暱銆?鈶?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锛宔tc.Phrases: turn down, not at all, right away, wait in line, cut in line, keep down, at first, put out, pick up.鈶?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鈥檒l go and play in the park.Could you please wash the dishes? Ok, I will do them in a minute.鈶?Learn to make requests and apologies, using the target language.鈶?Learn the modal verb that can express request.1.Would you mind 鈥?鍜孋ould you please 鈥? 浠ュ強Sorry, I鈥檒l 鈥?绛夊彞鍨嬬殑鐞嗚В?2.Would you mind 鈥?鍜孋ould you please 鈥?鏃讹ould you mind +鍔ㄥ悕璇嶏紝鑰孋ould you please +鍔ㄨ瘝鍘熷舰銆ot锛宯ot鎵€鏀剧殑浣嶇疆锛屽Would you mind not鈥? Could you please not 鈥?锛岃繖浜涘唴瀹圭殑鎺屾彙鍜岃繍鐢ㄦ槸瀛︾敓瀛︿範鐨勯毦鐐广€?"??棣栧?硅瘽绛夌幆鑺備腑銆??璇炬椂瀹夋帓鏁欐硶閫夋嫨SectionA1a-Grammar Focus(備綍鍋氬嚭鍚堥€傜殑鍥炵瓟銆?SectionB1a-2c, SectionA3a-4(?SectionB3a- Selfcheck(濈殑鐞嗚В鍜岃繍鐢? ReadingReview of Unit7(ч)璇炬椂Period1у??,閫氳繃鍚戜粬浜烘彁绀艰矊璇锋眰浠ュ強鍋氬嚭鍥炵瓟,鏉ョ粌涔爓ould you mind (not)doing 杩欎竴璇,ц儐姝ｇ‘鐨勫彛澶翠氦闄呭拰姝ｇ‘鐞嗚В?istening method, speaking method, cooperating method, inductive method殑瀛︿範銆?浠诲姟鏁欏笀娲诲姩瀛︾敓娲诲姩?Step 1 warming upLet鈥檚say the chart 鈥淣o, not at all鈥? Teacher says and have Ss do. Say and do the chart :鈥淣o, not at all鈥?鈥淪tand 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?鈥?鈥淣o, not at all鈥?Step 2 lead in1. 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鈥? 鈥? Would you mind opening the window? Explain that the last example is a very polite way of making a request.Answer the teacher鈥檚questions.Understand the new sentences: 鈥淐ould you please鈥? 鈥? Would you mind opening the window?鈥?Step 3 Presentation1. 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 鈥渨ould you mind 鈥?鈥漧ike 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 鈥渨ould you mind not 鈥?鈥?like above.1. Look at the picture and read the dialogue in the picture.2. Look at some other pictures and say them using 鈥渨ould you mind 鈥?鈥漧ike above.3. Look at the picture and read the dialogue in the picture.A: Would you mind not smoking?4. Look at some other pictures and say them using 鈥渨ould you mind not 鈥?鈥?like above.Step 41a1. 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.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.Step 5 Listening 1b1. 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.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.Listening2a and 2b1.2a. 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.3. Correct the answers.Step 7Pairwork1. 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鈥檒l do it right away.A: Would you mind not wearing those old jeans? They look terrible.B: Ok. I鈥檒l put on another pair.2. Make conversations like this about the information above.3. Say the conversations to the class.Step8Grammar Focus(3minutes)Review the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.Step 9Practice(5minutes)Do some exercises.Do the exercises.Step 10 HomeworkGroup 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锛堢ぜ璨岀殑璇锋眰鏂瑰紡锛塱n English.Group B:1. Read and try to understand the Grammar Focus.Try their best to finish the homework well.Unit7 Would you mind turning down the music?Section A1a~Grammar Focusnot at all锛宼urn down 锛宺ight away锛寉ard---Would you mind turning down the music? ---No, not at all.Unit7 SectionB1a~2c, SectionA3a~4璇炬椂Period2у??2. Teaching Difficulty Make conversation freely.?銆?浜斻€佽祫婧愬噯澶?1. A computer for multimedia use. 2. A tape recorder.鏁欏笀娲诲姩瀛︾敓娲诲姩?Step 1Greet 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 鈥渨ould you mind (not) 鈥?鈥?Then look at the pictures and make a conversation according to the pictures using 鈥渨ould you mind (not) 鈥?鈥?Step 2New words(3minutes)Learn the new words.瀛︿範鏂板崟璇嶃€?Step 3Speaking (SectionB1a&1b)(5minutes)3. Pairwork. Show some other pictures. Have Ss look at the pictures and talk about them using鈥淲ould you ever complain about them?鈥?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鈥淲ould you ever complain about them?鈥?Step 4Listening (SectionB2a&2b)(8minutes)1. Listen and number the correct sentences (1~3) in Activity 1a.2. Listen and fill in the blanks.(1)Conversation 1What made the girl unhappy?She got the_______ _______shirt.What鈥檚her solution?She will get a _______ shirt.(2)Conversation 2Where did this happen?It happened in a __________.What will he get?He will get some ______ ______ right away.(3)Conversation 3What was the boy鈥檚problem?He got a pen that_____ ______.3.2b. Listen to the three conversations again to fill in the blanks .C heck the answers.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.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 鈥?B: 鈥?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 鈥?B: 鈥?3. Look at the pictures and read the note.Then fill in answers on their own.Check the answers.Step 7Pairwork and Groupwork(7minutes)sample dialogue. Let two students read it to the class.(sleeping in the bedroom, could you, turn down the TV, would you mind)1. Read the sample dialogue.(sleeping in the bedroom, could you, turn down the TV, would you mind) A: __________ babysitting your little cousin?B: OK, I鈥檒l do it at once. Do I have to __________?A: Yes, she is __________.B: OK, when I finish, _________ let me watch TV?A: Of course.Step 8Summary and homework(2minutes)Group A:1. Make your own conversations.Group B:1. Read the listening conversations on P91 and P92.2. Make your own conversations.Unit 7 Would you mind turning down the music? barber terrible haircutA: This shirt is too big. Would you mind giving me a smaller one?璇炬椂Period3у??1. Review some words and phrases learnt in this unit and learn new words and phrases: Line锛?wait in line锛宎nnoy锛宎nnoyed锛宲olite锛宲erhaps锛宒oor锛宑ut in line锛宧asn鈥檛=has not2. Do reading and writing practice.2愰珮瀛︿範鏁堢巼銆?浜斻€佽祫婧愬噯澶?1. A computer for multimedia use. 2. A tape recorder.浠诲姟鏁欏笀娲诲姩瀛︾敓娲诲姩?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. 鐢?would you mind 鈥︽敼鍐欎笅闈㈠彞瀛愩€?1. Don鈥檛talk.2. Please sit down.3. Don鈥檛use that pen.4. Please turn off the light.5. Don鈥檛speak loudly in the library.6. Please clean the classroom.閫氳繃澶嶄範杩涗竴姝ュ珐鍥篧ould you mind 鈥︾殑鐢ㄦ硶銆傦級Step 2: Section B 3a(11minutes)1.Ask ss to have the Free talk:2. Show new words and phrases.3锛嶳ead the article to the class. Ask ss which words they don鈥檛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) 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.?Вф紝瀹屾垚浠诲姟銆?Step 33b(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.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.4. Share the sample conversation.Step 5 Self check 2(7minutes)1. Go through the instructions with the student look at the picture .Ask students totalk about the picture.2锛嶢sk ss to write a letter on their own.3. Ask a few students to share their letters.4. Check the answers. Answer will vary.Step 6: Exercise.(5minutes)Step 7: Summary(3minutes)This class we鈥檝e had a lot of reading, writing and speaking practice using thetarget language.Step 8: Homework.(2minutes)Group A:1. Make conversations.2. Retell the story.Group B:Make conversations.Unit 7 Would you mind turning down the music? Words and phrases:Key structure:I get annoyed when 鈥?When this happens .I would / may say 鈥?Would you mind 鈥?Would you mind not 鈥?Unit7 Reading: would you mind keeping your voice down? 璇炬椂Period4у??2. Reading: Would you mind keeping your voice down??缁忚繃鍓嶉潰鍑犺妭璇剧殑瀛︿範锛屽В鍐抽棶棰樻潵鑾峰緱鐭ヨ瘑锛屽己璋冭嚜瀛︿笌鍚堜綔瀛︿範,В鏂囩珷锛屼互姝ゆ潵鍩瑰吇瀛︾敓鐨勯槄璇荤?浜斻€佽祫婧愬噯澶?1. A computer for multimedia use. 2. A tape recorder.鏁欏笀娲诲姩瀛︾敓娲诲姩?Step 1warm up(2minutes)Greet the class as usual and show the learning goals.Step 2Section 1 Before You Read(3minutes)Pairwork. First ask students: Do you know the word 鈥渂ehavior鈥? 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.?Step 3Section 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鈥檛understand.5. Have a word Competition.1. Listen and answer the questions: (1).What does 鈥渆tiquette鈥?mean?(2). Is etiquette the same in every culture or in every situation锛?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.(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.浜嗚В2.勯槄璇婚€熷害銆傘€?3ц嚧浜嗚В锛?5.?Step 4Section3 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 鈥?is the polite star. Because he/she鈥n class,鈥?at home and n 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 Report3. 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.缁冦€傚洖褰掍富棰橈紝鍚屾椂涓哄啓浣滃仛閾哄灚銆?Step 5Section 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.涔﹂潰钀藉疄锛岃繘涓€姝ヤ簡瑙ｄ笉鍚屽浗瀹跺強鏂囧寲鑳屾櫙涓嬬殑绀间?Step 6Summary(2minutes)Ask: What have we learned?We鈥檝e also learned something about the word 鈥渆tiquette鈥? Step7Homework(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.Reading: Would you mind keeping your voice down? etiquette鈥昻ormal and polite social behaviorWould you mind (not) doing this?Excuse me. Could you please...锛?Unit7 Reading: would you mind keeping your voice down? 璇炬椂Period5у??Unit 7ould you mind +doing... ?鍏崇粌涔犮€??╁浐鎵€瀛︾煡璇嗐€? 浜斻€佽祫婧愬噯澶?1. A computer for multimedia use. 2. A tape recorder. Review of Unit7。
人教版八年级下册英语Unit7(第七单元)优秀教案
Unit 7 What is the highest mountain in the world?第一课时Section A (1a2d)【学习目标】1.重点单词：square，meter，deep，desert，population，Asia，wall，tour，tourist，ancient，protect，wide2．重点短语：manmade objects，as far as I know3．重点句式：Qomolangma is higher than any other mountain in the world.What is the highest mountain in the world?China has the biggest population in the world.It's a lot bigger than the population of the US.It has a much longer history than the US.China is almost as big as the US.Did you know that China is one of the oldest countries in the world?How long is the wall?The main reason was to protect China.As far as I know，there are no manmade objects as big as this.Is Badaling part of the Ming Great Wall?【学习重点】1．重点短语和句型2．形容词和副词比较级和最高级的用法【学习难点】1.重点短语和句型2．形容词和副词比较级和最高级的用法【自主学习】一、预习课本P4950新单词并背诵，完成下面的汉译英。
新目标英语八年级下册第七单元第一课时教案
新目标英语八年级下册第七单元unit 7 Would you mind turning down the music?教材分析本单元围绕“歉意、恳请”这一话题展开教学，学习婉转提出请人帮忙的请求方式以及在生活中遇到不顺心不如意的事情生气的时候所提出来的请别人帮忙，以此培养学生交际能力。
单元是在已学习Could you please?请求别人帮忙的基础上进一步提升请人帮忙的请求方式以及用便条的方式请求别人帮助。
这是学生在日常生活中频繁使用的语言交际功能。
体现了新教材融会话题、交际功能和语言结构的循序渐进的生活化的学习程序。
1、语言技能目标a.请人帮忙的请求方式，如Would you mind moving your bike?b.使用目标语言礼貌的提出要求。
，如：This shirt is too big. Would you mind giving me asmaller one?c.谈论自己所接触人及物的感受，如：I get annoyed when my classmates borrow my eraser and don’t return it.2、语言知识目标a. Would you mind doing的表达法；b. would you, could you, have to 的表达法c. 表达日常生活中常遇到别人在做的几个动词d.学会用便条的方式来使用目标语言Would you mind doing......?3、情感态度目标a. 由于本单元话题贴近学生生活，符合他们在生活中请求别人帮助的方式以及在生活中遇到麻烦事的时候请求别人帮忙的请求方式，可以提高他们学习英语的兴趣，积极参与英语实践活动。
b. 谈论在生活中遇到一些需要别人帮忙，以及别人有不良的行为的时候，怎样和别人沟通，培养同学间团结、友善的精神，形成积极向上的人生观。
c. 谈论自己的感受，同时使学生在英语交流中注意并观察他人的情感。
新目标英语八年级(下)Unit7教学设计
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
做出合适的回答。 )
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
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，
,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
八年级下第七单元教学设计
Unit 7 Would you mind turning down the music?I.核心单词1.Not at all 一点也不2. Turn down 把….调低；关小3. Yard 院子4. Rightaway 立刻；马上5. Task 任务；工作；作业6. Poster 海报7. Waitress 女服务员8.brought 动词bring的过去式9. Solution 解答；解答办法10. Line 排；队；列11. Wait in line 排队等候12. Annoy 使恼怒13. Annoyed 恼怒的；生气的14. Polite 有礼貌的；客气的15. perhaps 或许；大概16. Door 门17. Cut in line 插队18. Hasn’t= has not 19. Term 术语20 etiquette 礼节II.短语及句型1.表示请求，建议的句型（1）Would you mind doing sth.? 请你….好吗？/请问你介意……吗?Would you mind one’s doing sth. 你介意某人做某事吗？回答：A. 当表示不介意，愿意时：Not at all. /Of course not. /Certainly not. /Oh, no. Iwill do it right away.B. 当表示介意，不愿意时：Sorry. / I’m sorry, but ……/ Yes. you hadbetter not. /（2）Could/Would you please do sth. ? 请你……好吗？十分客气的表达请求，建议的问句，不是表达过去。
Could / Would you please not do sth.？请你不要做……好吗？肯定回答：Sure. / Of course.（3）其他表示请求，建议的句型a.Would you like to turn down the music?b.Why not / don’t you turn down the music？c.How /What about turning down the music?d.Shall we turn down the music ?e.Let’s turn down the music ?f.Please turn down the music?g.I think you/ we should turn down the music.h.Do you mind if I turn down the music？（4）Turn down (将音量)调低，关小turn up （将音量）调高Turn on 接通，拧开turn off 截断，关上例如：Don’t forget to turn off the light before you leave the room.Be on 开着的，接通的（表状态）be off 关着的（表状态）例如：The computer has been on for five hours. Please lte it have a rest.（5）Right away 立刻，马上，立即相近短语：at once / in a minute(moment)/ right now 多用于一般将来时中。
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oUnit 7 Would you mind turning down the music?Teaching goals:1.学习Would you mind doing sth.?这一句型，学会恳请对方对于某事如何表达歉意。
2.本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。
Important points:A: Would you mind doing sth.?Teaching procedures:Step 1 Assign the taskIn this unit we’re going to learn polite ways of asking people to do things. Write the following requests on the Bb:Can you give me the book?Please give me the book.Would you mind giving me your book?Explain that the last example is a very polite way of making a request.Step 2 Warm up Section A(1a-1c)SB Page 52, 1a.1. Point to the four requests in the box .Say each phrase to the class and ask the Ss to repeat it. Ask Ss to explain what each means.2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture. Point out the blank boxes in the picture. Point out the sample answer.3. Check the answers.SB Page 52,1b.1. Point to the list of requests in activity 1a.Play the recording the first time .Ss only listen.2. Play the recording a second time .Check the answers.SB Page 52,1c.1. Ask two studen ts to read the words in the sample dialogue in activity 1c. Say, You’ll work with your partner .Make requests.2. Ask two pairs to say their conversations to the class.Step 3 Pre-task Section A (2a-2c)SB Page 53, 2a.1. Read the instructions with the students .Play the recording the first time .Ss only listen.2. Play the recording a second time .Ask Ss to write the number of each conversation.3. Check the answers.SB Page 53, 2b.1. Point out the five responses in activity 2b .Ask different Ss to read each one to the class.2. Play the recording .this time ask Ss to fill in the letters of the pictures in front of the responses.3. Check the answers.SB Page 53, 2c.Ask two Ss to read the words in the sample dialogue .Say, Make conversations like this about the information above.Step 4 Grammar Focus1. Review the grammar box .Ask students to say the statements and responses.2. Ask students to talk about the differences among the different sentences.Exercise: 汉译英:a)你介意把门关上吗？好的，我马上就办。
b)你介意把收音机关小点儿声吗？不，一点也不。
c)请不要在教室里大声说话好吗？对不起。
Period 2Teaching procedures:Step 1 Pre-taskSB Page 54, 3a.1. Read the instructions. Write the three phrases would you mind, could you and have to on the board. Ask Ss to make up several sentences using these phrases. Point to the pictures .Ask Ss to explain what is happening in each picture.2. Point to the note. Ask Ss to read the note and fill in answers.3. Check the answers.SB Page 54, 3b.1. Read the instructions .Point out the list of orders in the box.2. Ask Ss to make conversation like the sample dialogue.3. Ask several pairs to say one of their conversations to the class.SB Page 54, Part 4.1. Ask two Ss to read the dialogue.2. Ask Ss to complete the work in groups.3. Ask a few students to present their conversations to the class.Homework: Finish off the following dialogues.A: mind up? You to help me in the kitchen.B: OK .I’ll get up right. Do I have to the dishes.A: Yes, and you have to help me dinner.B: OK. When I finish , you help me my homework?A: Sure.Period 3Teaching procedures :Step 1 Assign taskTeach the new words.SB Page 55, 1a.1. Read the instruction and ask Ss to read each situation and think about the two questions.2. Ask some students to share their answers with the class. Ask other students whether they agree with the opinions or not.SB Page 55, 1b.1. Help the students understand that something that is unpleasant or something that bothers you is annoying.2. Then ask the students to number the ideas from most annoying to least annoying.3. Ask the class to vote on the most annoying item on the list.SB Page 55, 2a.1. Read the instructions. Play the r4ecording. This time Ss only listen. Answer any questions they have about the recording.2. Play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures.3. Check the answers.SB Page 55, 2b.1. Say, Listen to the three conversations again .This time write the situations, problems and solutions in the chart.2. Point out the sample answers .Play the recording again .Ask Ss to fill in the answers on their own .You may need to pause the tape from time to time to allow students to write answers in their books.3. Check the answers.SB Page 55, 2c.1. Read the instructions .Point out the problems in activity 2b.2. Ask one or two students to say the conversations to the class.Step 2 While-taskSB Page 56, 3a.1. Read the article to th e class .Ask Ss which words they don’t understand. Write these words on the board.2. Ask students to underline the things that are annoying .Then have the students circle what people do when something annoying happen.3. Correct the answers with the class.SB Page 56, 3b.1. Look at each picture with the class .Ask different students to tell what is happening in each picture.2. Read the instructions and ask students to complete the activity on their own.3. Check the answers.SB Page 56, Part 4.1. This activity provides speaking, listening and writing practice using the target language.2. Ask students to complete the work in groups.Period 4Teaching procedures:Step 1 Self CheckSB Page 57, Part 1.1. Ask Ss to fill in the blanks on their own. Check the answers.2. Ask Ss to make their own sentences with the words, preferably sentences that are meaningful.SB Page 57, Part 2.1. Ask the students what might be annoying in the picture.2. Ask the students to write the letter on their own.3. Ask a few students to share their letters.Step 2 While-readingSB Page 58, Section 1.1. Read the title. Ask the students to predict what they think the article is about based on the article.2. Look at the picture. Ask students to describe what is happening in the picture.SB Page 58, Section 2.1. Encourage Ss to use the reading strategy of scanning for specific information.2. Ask Ss to read the article carefully once time. Then ask Ss to raise their hands and say which words and sentences they don’t understand .Encourage Ss to read in contest, guessing the meaning of words and phrases from the other words around them.3. Ask the Ss to read the article again for comprehension.SB Page 58, Section 3.1. Complete the task .Ss can work individually or in pairs.2. Check the answers.3. Practice students’ speaking and listening skills.Homework: 词组翻译1. 控制你的声音2. 熄灭3. 例如4. 在公共场所5. 捡起垃圾6. 实际上7. 排队8. 变得气恼。