【正文】 .Do their homework.通作業(yè)，又把知識運用落實到學生的日常生活當中，達到學以致用的目的。七、板書設計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 …?教學內容Unit7 Reading: would you mind keeping your voice down?課時Period4教學對象八年級學生設計者一、教材內容分析本課時是unit7的第四節(jié)課，是一篇閱讀課文，所選的閱讀材料依然緊扣本單元的語言目標，通過閱讀教材，讓學生學會： 1. 運用閱讀策略，通過尋找主題句來快速獲取文章大意，提高閱讀速度及效率，培養(yǎng)對語篇的綜合理解能力，同時促進寫作水平的提高。2. 查字典、翻閱資料、養(yǎng)成小組合作的習慣，培養(yǎng)自學能力。，更好地遵守社會公德。 二、教學目標（知識與能力，情感態(tài)度）（一）知識目標：1. Key vocabulary: Asia, impolite, allow, voice, public, break, smoke, careful, drop, litter, pick 2. Reading: Would you mind keeping your voice down?（二）能力目標：1. To train students’ reading prehension.2. To train students how to use the strategy of reading. 3. To train students’ ability of getting information.（三）情感態(tài)度：To enable Ss to behave politely in public places and in our daily life.三、重點、難點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 plaining about something.四、教法選擇與學法指導 經過前面幾節(jié)課的學習，學生已經學會了如何更禮貌的提建議，這時進行閱讀策略教學則順理成章。所以我準備采用閱讀教學法，通過發(fā)現(xiàn)問題、分析問題、解決問題來獲得知識，強調自學與合作學習,在完成任務的同時學習語言。在閱讀文章，理解文章，分析文章之后做適當擴展和延伸。讓學生在各個任務鏈中完成閱讀任務，并盡可能降低文章難度，將難點分散，引導學生逐步延伸話題，為進一層拓展做好準備；并用尋找主題句的辦法讓學生更好地理解文章，以此來培養(yǎng)學生的閱讀策略，進而培養(yǎng)學生閱讀能力。五、資源準備 1. A puter for multimedia use. 2. A tape recorder.六、教學過程教學任務教師活動學生活動設計意圖及資源準備Step 1warm up(2minutes)Greet the class as usual and show the learning goals.Greeting the teacher.Step 2Section 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.情境導入，讓學生通過描述圖畫情景，提高學習興趣，培養(yǎng)學生的話題口頭語言表達能力。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. 新課標第一網(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 plete the forms According to the text.，對文章大意有初步了解，同時進行閱讀策略的指導，提高學生的閱讀速度。3精讀，培養(yǎng)閱讀策略，考察學生對文章的大致了解． 。講練結合，提高課堂的實效性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 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.接收語言信息以后，這是語言輸出的過程?？陬^訓練?；貧w主題，同時為寫作做鋪墊。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 plaint 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 plaint to the local newspaper according to what they have seen. 2. Check their writing with their partners.書面落實，進一步了解不同國家及文化背景下的禮儀，更好地遵守社會公德。Step 6Summary(2minutes)Ask: What have we learned? We’ve also learned something about the word “etiquette”. 總結本節(jié)所學內容。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.通過作業(yè)，又把知識運用落實到學生的日常生活當中，達到學以致用的目的。七、板書設計Reading: Would you mind keeping your voice down?etiquette—normal and polite social behaviorWould you mind (not) doing this?Excuse me. Could you please...？教學內容Unit7 Reading: would you mind keeping your voice down?課時Period5教學對象八年級學生設計者一、教材內容分析本節(jié)課是Unit 7的第五課時，是一節(jié)復習課。通過復習、歸納、拓展延伸本單元語言知識，掌握重點詞匯及句型，理解Would you mind +doing... ? 含義，掌握其結構，能夠靈活運用所學詞匯及目標語，以口頭、筆頭形式能向對方委婉地提出請求及表達自己的不滿，從而進一步提高學生的聽說讀寫能力，并能獨立完成相關練習。 二、教學目標（知識與能力，情感態(tài)度）（一）知識目標：1. Key words: allow, break, politely, polite, yard, smoking,