【導讀】何更禮貌的提建議，主要功能項目是―Makerequests‖和―Apologize‖，本單元的語法要點是―Wouldyou. ‖等句型的運用，知識重難點為：―wouldyoumind+動名詞‖和―Couldyou. please+動詞原形‖等句型的正確運用，以及能夠正確運用其否定形式。SectionA是語言的基本輸入和呈現(xiàn)部分，是本單元的語言基本內容。的任務環(huán)節(jié)，均圍繞1a的卡通畫而展開?？上葎?chuàng)設情景引入，呈現(xiàn)Wouldyoumind+動名詞向別人提出。2a、2b是任務型聽力，學生獨立完成。進行交際練習，體會向別人提出請求和向別人道歉的語言功能項目。在3a的教學中，要求學生看圖，補。全圖片中的―請求‖，3b的結對對話，要求學生用Wouldyou,Couldyou,haveto編對話，至于第4部分的。groupwork，先可讓學生制定―工作任務‖，再進行對話。意，以獲取更多信息的能力，從而幫助學生了解不同國家及文化背景下的禮儀，更好地遵守社會公德。第二課時主要是通過。聽說讀寫訓練，進一步學習―如何提出要求和表示歉意的句型‖，我將SectionB1a-2c和SectionA3a-4整合。動名詞，而Couldyouplease+動詞原形。

　　

【正文】 answers. 3. Complete the activity on their own. 4. Correct the answer. 讓學生通過觀察圖片，獲取信息，來充分運用語言目標。 Step 4 Group 1. Ask two students to read the dialogue. 2. Ask another pair of students to give another plaint and action. 1. Read the dialogue 2. Another pair of students to give another 3. Complaint and action.. 通過各種途徑練習，培養(yǎng)學生能用目標語言進行聽、說、寫的能力。） work. (8minutes) 3. Ask students to plete 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 mon plain and the best action advice. Complete the work in groups. 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 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. 通過話說圖片，獲得所用信息。培養(yǎng)學生寫作能力。 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 通過選詞填空，進一步鞏固學生對本單元重點單詞和詞組的用法。 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. 通過小結，學生明確這節(jié)課學了什么。 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 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。 1. Play the tape for students to listen and answer the questions: 1. Listen and answer the questions: (1).What does ―etiquette‖ mean? 進行文章的整體感知，對文章大 Step 3 Section 2 While You Read (16minutes) 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. (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 plete the forms According to the text. 意有初步了解 讀，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． 識點。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 hom