八下三单元设计及流程1--6

八年级英语下册知识点精讲、练（unit1-6）崔老师关于学生如何学好英语的几点建议：一、保持对英语的浓厚兴趣，因为兴趣是最好的老师。

二、在学习过程中善于总结并践行适合自己的学习方法。

英语听、说、读、写四大技能齐头并进方可逐渐领会该语言的灵魂与美感。

初中生书写能力的提高从记忆单词开始，如下几种方法可供借鉴：由音及形法（根据读音是记单词）、分类法（分门别类识记）、联想法（由一个单词联想起众多形似、音近的单词）三、多种感官参与到英语学习中，加深记忆。

多听多说，提高听说能力。

四、坚持用英语写日记，持之以恒的将所学英语运用于生活之中。

2016年三月份整理Unit 1 What’s the matter?一、基础知识1. What’ s the matter? 怎么啦？出什么事情了？【解析】matter/ ' mætə(r)) /n.问题；事情What’ s the matter with you?= What’s the trouble with you? = What’ s wrong with you? 你怎么了？【注】：matter 和trouble 为名词，其前可加the 或形容词性物主代词，wrong 是adj. 不能加the【用法】用于询问某人有什么病或某人遇到什么麻烦、问题其后跟询问对象时，与介词with连用。

即：What’s the matter with sb.? = What’s your trouble? = What’s up? = What happens to sb.?—What’s the matter with you ?— I have a bad cold.2. I had a cold.我感冒了。

have a cold=catch a cold=have the flu感冒have a fever 发烧have a cough咳嗽have a stomachache胃疼，肚子疼have a toothache牙疼have a headache头疼3. 身体部位+ache（疼痛）构成新的复合词stomach+ache=stomachache head+ache=headache tooth+ache=toothache back+ache=backache后背痛4. much too+ 形容词，意为太...... ，too much+名词，意为很多，大量。

学写故事教材分析作文,就是写故事。

本单元的写作训练是“学写故事”,让学生写自己,写自己的酸甜苦辣、喜怒哀乐,从而丰富学生的写作素材,培养叙事能力。

学情分析作文课上,学生提笔觉得无事可写,不知如何去写,是当前初中生写作的普遍现象。

采用故事融入作文的方法,按照故事的特性去写作,可打开写作的选材面,拓宽写作思路,消除学生的写作恐惧。

教学分析●教学目标1.学会从生活细节中选取写作素材。

2.掌握写故事的相关知识及技巧,如在情节发展中设置一些悬念、波折、巧合和意外等使故事有波澜。

(重难点)3.学会在故事中展开描写(语言、神态、动作、心理等),把人物写丰满,有个性。

4.激发学生的联想与想象,培养学生写作兴趣。

●教学重难点运用技巧写出完整的故事,让故事有趣,引人入胜。

●课时安排2课时教学过程设计第1课时一、导入新课同学们,在我们成长的过程中,有过很多精彩纷呈的故事,有获得成功的喜悦,有遭受挫折的烦恼等。

我们认真聆听他人的故事,也在不同场合讲述自己的故事。

我们虽然能够精彩地讲述故事,但不一定能够很好地写故事。

今天,我们就一起来探讨如何写好故事。

二、什么是故事故事是对事件过程的描述,强调情节的生动性和连贯性,适合口头讲述。

写故事可以是真人真事,也可是虚构的人和事。

故事应该着重于笔下的人物在怎么说和怎么做,着重展现人物之间的矛盾冲突。

矛盾冲突越激烈,故事越精彩。

如课文《心声》,李京京渴望读课文,程老师却不让读,最后的紧要关头,恰恰是李京京读好了课文,成就了程老师公开课的成功。

课文正是围绕这个冲突展开情节,使故事变得异常精彩。

三、写法指导如何写出完整的故事,而且使故事深深地吸引读者呢?(一)注意记叙要素的完整。

写故事一定要有头有尾,完整地叙述一件事。

要想将故事叙述完整具体,各要素必须交代清楚。

过程和结果叙述清楚,揭示故事发展变化的原因和内在联系,才能使读者对整个故事有全面完整的印象。

当然, 各要素交代清楚了并不是故事就精彩了。

单元作业设计CONTENT目录一、单元信息 (2)二、单元分析 (2)三、单元学习与作业目标 (5)四、单元作业设计思路 (6)五、课时作业 (7)(一)第一课时 (7)(二)第二课时 (13)(三)第三课时 (19)(四)第四课时 (26)(五)第五课时 (32)(六)单元主题综合实践作业 (36)六、单元质量检测作业 (39)一、单元信息基本信息学科年级学期教材版本单元名称英语八年级第二学期人教版Unit 6 An old man tried tomove the mountains.课时信息序号课型课时内容对应教材内容1 听说Listening and talking aboutthe Chinese folk tale Yu Gong Movesa MountainSection A(1a-2d) 2 阅读Reading about the traditionalChinese book Journey to the Westand dealing with the grammar partSection A(3a-4c) 3 听说Listening and talking aboutthe story of The Emperor's NewClothesSection B(1a-1d) 4 阅读Reading and role-playing the fairytale play Hansel and GretelSection B(2a-3b) 5 写作Writing(Telling a story) andunit reviewSelf Check二、单元分析(一)课标要求本单元属于“故事与诗歌”大主题，话题为“传说与故事”。

根据《义务教育英语新课标》 (2022版),通过本单元的学习，要求学生在语言能力方面能在日常交际情景中听懂接近正常语速的简单故事；表达简单的观点和意见，参与讨论；能使用常见的连接词表示顺序和逻辑关系，能简单描述人物或事件；能在教师的指导下参与角色表演等活动。

牛津译林版英语八下Unit 6《Sunshine for all》单元教学设计一. 教材分析牛津译林版英语八下Unit 6《Sunshine for all》以“阳光照耀所有人”为主题，通过介绍残疾人运动、教育、生活等方面的平等权利，让学生了解和关注弱势群体，培养他们的社会责任感和关爱他人的意识。

本单元包括两个阅读文本、一个听力文本和一个语法项目，内容丰富，贴近生活，具有很强的现实教育意义。

二. 学情分析八年级的学生已经具备了一定的英语基础，对日常生活话题有较好的认知。

但他们在语言表达、文化背景知识等方面还存在不足，需要通过教师的引导和启发，不断提高自己的综合语言运用能力。

此外，学生对弱势群体的关注程度不同，教师应充分利用教材内容，激发他们的同情心，培养关爱他人的品质。

三. 教学目标1.知识目标：学生能掌握本单元的重点词汇、句型和语法项目，正确运用所学知识进行交流。

2.能力目标：学生能提高阅读理解能力，听懂有关弱势群体的相关信息，并进行适当的口头和书面表达。

3.情感目标：学生能关注弱势群体，培养关爱他人、尊重平等的价值观。

四. 教学重难点1.重点：本单元的重点词汇、句型和语法项目。

2.难点：对文本内容的深入理解，以及对弱势群体的关注和关爱。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的参与度。

2.情境教学法：创设真实情境，让学生在实际环境中运用所学知识。

3.情感教学法：引导学生关注弱势群体，培养他们的社会责任感和关爱他人的意识。

六. 教学准备1.教材：牛津译林版英语八下Unit 6《Sunshine for all》及相关教辅资料。

2.课件：根据教学内容设计的课件。

3.教学资源：有关弱势群体的图片、视频等。

七. 教学过程1.导入（5分钟）利用图片或视频引入弱势群体的话题，激发学生的兴趣，引导学生思考和讨论。

2.呈现（10分钟）呈现本节课的主题，让学生明确学习目标。

牛津上海版英语八下Uint 6《Travel》单元教学设计一. 教材分析牛津上海版英语八下Uint 6《Travel》单元主要介绍了不同国家的旅游景点和文化特色。

本单元的话题贴近学生的生活实际，能够激发学生对旅游的兴趣和好奇心。

教材通过阅读、听力、口语和写作等多种形式，帮助学生提高英语语言能力，同时增加对世界各国文化的了解。

二. 学情分析八年级的学生已经具备了一定的英语基础，对旅游这一话题也有一定的了解和兴趣。

然而，学生在语言表达和跨文化交际方面还存在一定的困难。

因此，在教学过程中，教师需要关注学生的个体差异，充分调动学生的积极性，引导他们主动参与课堂活动。

三. 教学目标1.知识目标：学生能够掌握本单元的生词、短语和句型，了解世界各国的主要旅游景点和文化特色。

2.能力目标：学生能够运用英语进行旅游信息的交流，提高阅读、听力、口语和写作能力。

3.情感目标：培养学生对旅游的兴趣，增强跨文化交际意识，提高文化自信。

四. 教学重难点1.重点：本单元的生词、短语和句型，以及世界各国的主要旅游景点和文化特色。

2.难点：运用英语进行旅游信息的交流，特别是听力理解和口语表达能力的提高。

五. 教学方法1.任务型教学法：通过设置各种真实的旅游情境，让学生在完成任务的过程中提高英语语言能力。

2.交际法：鼓励学生积极参与课堂互动，培养他们的跨文化交际能力。

3.情境教学法：创设各种旅游情境，帮助学生更好地理解和学习本单元内容。

六. 教学准备1.教材：牛津上海版英语八下Uint 6《Travel》单元教材。

2.多媒体课件：包括图片、视频、音频等教学资源。

3.学习任务单：用于引导学生进行自主学习和合作学习。

4.板书：用于记录本节课的主要内容和重点知识点。

七. 教学过程1.导入（5分钟）利用图片和视频展示不同国家的旅游景点，激发学生的兴趣和好奇心。

教师提问：“你们最喜欢的旅游目的地是哪里？为什么？”引导学生用英语进行回答。

2.呈现（10分钟）教师通过多媒体课件呈现本节课的主要内容，包括生词、短语和句型。

Unit 6 An old man tried to moved the mountains.Section A 1 <1a-2d>一、教学目标：1. 语言知识目标：1> 能掌握以下单词：remind,bit, silly, instead of能掌握以下句型：① How does the story begin?② What happened next?③ What do you think of the story of Yu Gong?④ What could Yu Gong do instead of moving the mountains?2> 能够用英语询问故事的开始、开展与后续等.能够对故事中的人物或情节发表一些简单的看法或观点.2. 情感态度价值观目标：学习愚公不畏艰险,不怕困难,勇敢面对的精神.二、教学重难点1. 教学重点：1>掌握本课时中出现的生词：remind, bit, silly, instead of；2> 学会询问故事开展的根本句型：How does the story begin?What happened next?3〕学会表达故事中的人物或情节,并发表一些简单的看法或观点.What do you think of / about the story of Yu Gong?I think it’s a little bit silly.I still don’t agree with you.2. 教学难点：学会表达故事中的人物或情节,并发表一些简单的看法或观点.三、教学过程Step 1 Lead in1. 播放动画片《寓公移山》的视频,导入本单元主题.Step 2 Presentation1. 引导学生们学习生词.让学生们看大屏幕来学习本课时的生词.once upon a time, shoot, stone2. Try to remember the new words.Step 3 Writing1. Look at the pictures in 1a, then read the names of the story in the box.2. Ss discuss with their partners and match the names of the stories with the pictures. Step 4ListeningStep 5Pair work1. Read the questions in the box in 1c.2. Ss discuss the questions with their partners.3. Let some pairs ask and answer the questions.Step 6ListeningWork on 2a:Work on 2b:Step 7Pair work1. Tell Ss to make a story chain. Ss tell the story one by one with the pictures in 2a.2. Let some Ss tell the story to the class.3. See which groups’ story is better.Step 8Role-play1. Read the conversations and Let Ss read after the teacher.2. Ask Ss to role-play the conversation in groups.Exercise: If time is enough, do some more exercise.1. Yu Gong found a good way ________ <solve> the problem.2. You should kept _______ <try> and never give up.3. Give me the green one ___________ the red one.4. She’d like to stay at home instead of ______ <go> to movies.5. Please remind him _______ <take> medicine on time.6. Ted didn’t answer my question. ________, he asked me another question. Answers: 1. to solve 2. trying 3. instead of 4. going 5. to take 6. Instead Homework:1. Recite the conversation in 2d after school.2. Tell the story Yu Gong Moves a Mountain in English to your parents.Once upon a time, there was a very old man…Section A 2 <3a-3c>一、教学目标：1. 语言知识目标：1> 学习掌握如下词汇：object, magic, stick, hide, tail, turn…into, excite, western 2〕阅读短文,能按要求找到相应的信息.3〕通过阅读提高学生们的阅读能力.4> 了解《西游记》中美猴王这一人物的大体情况.2. 情感态度价值观目标：多阅读中国传统文学名著,让学生们明白中国传统文化的博大、精深,并吸取中国传统文化中的精华.二、教学重难点1. 教学重点：1> 掌握本局部出现的生词和词组,达到熟练运用的目标.2> 阅读短文,获得相关的信息.通过阅读练习,来提高阅读能力.2. 教学难点：1> 阅读短文,获得相关的信息的能力.2> 理解并运用所学的词汇与表达方式.三、教学过程Step 1 RevisionLet some Ss tell the story of Yu Gong moves a mountain.Step 2 New words1. Look at the pictures and learn about the new words.2. 学生们根据讲解,理解这些单词的用法,并试着强化记忆.Step 3 Warming-up1. Look at the pictures and answer the questions.1. Who are they?2. In which book are they the main characters?3. Which character do you like best?2. Watch a video about the Monkey King.Step 4 ReadingWork on 3a:Work on 3b:1. 告诉学生们再次阅读短文内容,并完成3b表格中的内容.2. 学生们带着这两个问题,仔细读短文,在短文的相关信息处划线.3. 让学生们完成表格,并校对答案.4. 让学生读一下自己的答案,并改正答案.Step 5 Careful Reading1. Read the passage again and judge the sentences below True or False.1. Most pupils in England watch the TV program called Monkey in 1979 for the firsttime.2. Journey to the West is a new Chinese book. It’s new to Chinese children3. Monkey King is just a normal monkey.4. Monkey King can make 72 changes to his shape and size.5. If the Monkey King can hide his tail, he can turn himself into a person.6. The Monkey King uses a magic stick to fight the bad people.7. The Monkey King’s magic stick is so long that he can’t hide it in his ear.8. Western children like to read this book because the Monkey King keeps fighting tohelp the weak and never give up.Keys: 1: T 2: F 3: F 4: T 5: T 6: T 7: F 8: TWork on 3c1. 告诉学生们本学习活动的要求：用短文中的词组或短语来完成如下句子.2. 让学生们读3d中的内容,理解每个句子的大体意思.3. 根据短文的内容,并用恰当的词组或短语完成句子.4. 如果不能直接填上,可以再去阅读短文,在相关的内容处,再仔细进展阅读,找到相关信息,并完成句子.5. Check the answers.故事.Step7 ExercisesⅠ. Choose the correct words.magic, birth, hide, tail, turn…into, western1. Four years later, Laura gave _____ to a son.2. They want to _____ the old house into a hotel.3. England lies to the _______ part of Europe.4. She broke her _______ mirror into pieces.5. Dogs wag their_____ when they’re pleased.6. Don’t ______behind the door. It’s not safe.Keys: birth, turn, western, magic, tails, hideⅡ. Fill in the blanks.1. A neighbor ______ <call> Tony, helped me repair my fence yesterday.2. The Monkey King can make 72________ <change> to his shape and size.3. His uncle isn’t interested in _________ <play> chess at all.4. The two boys kept ________ <skate> for one hour.5. No one _______ <be> able to answer him at that time.Keys: called, changes, playing, skating, wasHomeworkMake sentences with these words.be able to; make 72 changes, turn…into; so…that; came out; bee interested in;keep doing sth.Section A 3 <Grammar focus-4c>一、教学目标：1. 语言知识目标：1>学习掌握如下词汇：stepsister, prince, couple, smile, marry , get married, fit, fall in love2〕进展一步复习巩固学习Section A 局部所学的生词和词组.3〕对询问故事的开始、开展、与故事人物、情节等语句进展归纳总结.4> 掌握unless, as soon as, so…that的用法,并通过不同方式的练习,来熟练运用这些词汇的用法.二、教学重难点1. 教学重点：1> 复习巩固Section A 局部所学的生词和词组,达到熟练运用的目标.2> unless, as soon as, so…that的用法.2. 教学难点：1> 动词的正确形式填空.2> 掌握unless, as soon as, so…that的用法.三、教学过程Step 1 RevisionHave a dictation of the new words learned in the last class. Review some main phrases we learned in the last class.Step 2 Grammar focus1. 学生阅读Grammar Focus中的句子,然后做填空练习.①故事是如何开始的？______ does the story ________?②从前,有一位老翁……_____ ____ _____ _____there was a very old man…③接下来发生了什么事？______ ________next?④那个人刚一说完,愚公就说在他死后,他的家人可以继续移山.___ ______ ____ the man finished talking, Yu Gong said that his family could_______ ____ move the mountains after he _______.⑤为什么愚公要移山呢？_____ ____Yu Gong trying to ______ the mountains?⑥因为山太大了,到达山对面要花费他们很长的时间.Because they were _____ _____ _____ it took a long time ____ ______the other side.⑦美猴王是谁？_______ is the Monkey ______ ?⑧他是西游记里的主要人物.He is the_______ ________ in ________ to the West.⑨为什么美猴王不能将自己变成人？Why _____ the Monkey King ____ ____________ a person?⑩除非他能藏起自己的尾巴,否如此他不能将自己变成人. He can’t _____ him self _____ a person ______ he can _____ his ______.2. 学生们根据记忆,看大屏幕来完成填空练习.3. 学生们完成填空试题后,可以打开课本检查答案,对错误的句子,单独进展强化记忆.Answers:1. How, begin 2.Once upon a time 3.What happened 4. As soon as, continue to, died 5. Why was, move 6. so big that, to walk 7. Who, King8. main character, Journey9. can’t turn, himself into 10. turn into, unless hide, tail Step 3 GrammarStep 5 PracticeWork on 4a:Work on 4b:1. 让学生们阅读短文,了解短文的大意,为进展填词做好准备.2. 认真阅读每个句子,分析句子的时态,根据上下文确定括号中单词应该填的时态.3. 逐句进展分析推敲,确定括号中单词的恰当时态.4. 最后,通读一遍短文,进展综合理解,看短文内容是否通顺,合理.5. Check the answers with the Ss.Step 6 Telling stories1. 让一名学生想一想自己最喜欢的句子.2. 可以先让学生们自己试着用英语先编写一下故事大概.3. 提示学生们运用正确的时态.4. 让学生们以小组为单位分别自主发挥,用英语讲述自己最为熟悉的故事.<教师与其他同学们不要随便打断学生们的讲述,可以在讲完故事后,对其出错的句子进展订正,〕示例：My favorit e story is The Story of Arfanti. It’s interesting because he is so wise that he can play the fool with the rich and the king and he always helps the weak and poor people.Step 7 Homework1. 复习Grammar Focus 中的内容.2. 在网上搜你最喜欢的双语英语故事阅读,并试着讲给你的父母或朋友听.示例：Three Craftsmen 三位工匠A siege of the city of the enemy, the city residents to get together to discuss mon fight against the enemy's approach.一座大城被敌军围困了,城中的居民们聚在一起,共同商议对抗敌人的方法……Section B 1<1a-2e>一、教学目标：1. 语言知识目标：1> 能掌握以下单词和短语：gold, emperor, underwear, silk, stupid, cheat,stepmother, wife, husband, whole, scene, stone, shine, bright, as soon as2> 能掌握以下句型：①One year, the weather was so dry that no food would grow.②We thought you were never ing back.③It’s leading us to that wonderful house m ade of bread, cake and sugar.④The wife told her husband that unless he left the children to die in the forest,the whole family would die.⑤ As soon as you wake up, you must go to the forest with your father.2. 情感态度价值观目标：多阅读中外传统文学名著,让学生们明白中国传统文化的博大、精深,并吸取中国传统文化中的精华.了解外国的文化,开阔自己眼界.二、教学重难点1. 教学重点：1> 掌握本课时出现的生词与用法.2> 进展听力训练,提高综合听说能力.3〕阅读短文,获得相关信息,提高学生们的综合阅读能力.2. 教学难点1. 听力训练2. 阅读2b局部的短文并完成相关要求.三、教学过程Step 1 ReviewLet some Ss talk something about the Monkey King.Step 2 Warm up1. T: Show one picture of the story The Emperor’s New Clothes.2. Ask some questions about it.Step 3 Presentation1. Present the new words on the big screen and learn the new words together.2. Ss read and try to remember the new words.silk emperor underwear goldstupid cheatStep 4 MatchingWork on 1aStep 5 ListeningWork on 1b:Work on 1c:Exercise:Listen and try to answer the questions?1. What’s the name of the story?2. Is it a traditional Chinese story?3. What’s the emperor’s hobby?4. Why were the new clothes special?5. How do we know that the two brothers were really trying to cheat the emperor?6. Why didn’t everyone say that the new clothes were really nice?7. Who said that the emperor wasn’t wearing any clothes?Step 6 Telling the story1. Work in groups. Tell the story of The Emperor’s New Clothes. Use the information in 1c and 1d.2. Let some groups tell the story to the class.Step 7 Presentation1. Present the new words on the big screen and learn the new words together from 2a to 2e.2. Ss read and try to remember the new words.stepmother wife husband whole scene stone shine brightground lead brave voiceStep 8 TalkingStep 9 ReadingTell Ss the following is a fairy tale. It’s name’s Hansel and Gretel.Homework1. Read the play again after school.2. Try to act out the play in groups of four. One is Gretel, one is Hansel, one is Husband, one is Wife.Section B2<3a-Self check>一、教学目标：1. 语言知识目标：1> 复习动词不定式的不同用法.掌握生词ground, lead, voice, brave2> 能够用英语讲述一些自己熟悉的故事,并就伙伴所讲述的故事的相关人物或细节进展询问.3> 能用就本单元所学习的寓言故事等语言材料,进展完型填空.二、教学重难点1. 教学重点：1> 能上节所学短文的内容,完成写段落关键词与短文填空的任务.2〕掌握本单元所学连词的用法,并能运用这些连词造句.3〕能用就本单元所学习的寓言故事等语言材料,进展完型填空.2. 教学难点：阅读短文,完成写段落关键词与短文填空的任务.三、教学过程Step 1 RevisionStep2 WritingWork on 3a:➢每场剧中,确定最重要的一些人物的活动.➢然后,找出这些与之相关的关键句子.➢最后,写出这些关键句中的动词或名词.Step3 Asking and answering1. Read the questions in 3b. Make sure all the Ss know the meaning of the sentences. Step4 Self checkWork on Self check 1:1. Review the use of unless; as soon as; so…that.2. Let Ss read the sentences in Self check 1. Then Ss try to make their own sentences. 1. We’ll be late unless…2. You won’t be successful unless …3. As soon as I got to the bus stop…4. Bill opened his book as soon as …5. The movie was so touching that…6. The boy was so excited that…3. Let some Ss read their sentences. Correct the mistakes.Work on Self check 2Step5 ExercisesIf time is enough, do some more exercises on big screen.一、根据汉语提示完成句子.1. 格雷特听到他们的继母计划杀死她和她的哥哥.Gretel heard that their stepmother _______ ____ ___ her and herbrother.2. 晚上晚一些的时候,由于明亮的月光,他们能看清那些石子.Later that night, they could see the stones ______ _____ the ______ moon3. 汉塞尔没有石子,因此他扔了一些面包屑.Hansel had no stone _____ he dropped ______ of bread.4. 他们一直走,直到看见一间由食物造成的房子.They walked ______they saw a house _____ ____ food.5. 从前,有一个皇帝._____ _____ _____ _____, there was an emperor.Step6 Homework1. 试着背诵这些小故事,并讲给你的家人听.2. 编写一个The Emperor’s New Clothes的小话剧剧本,并试着和伙伴们进展表演..。

Unit7 Would you mind turning down the music?Period OneⅠ. Teaching contents: Section A: 1a-2cⅡ. Teaching aims and demandsLearn how to make requests and apologizeⅢ. Teaching key and difficult points.1. Vocabulary : mind yard dish not at all turn down right away cut in line2.Target sentences:Would you mind cleaning your room? I’m sorry. I’ll do it right away.Would you mind not playing baseball here? Sorry, we’ll go and play in the yard.Would you mind moving your car? No, not at all.Ⅳ. Teaching methods: To train students’ listening skillⅤ. Teaching aidsa tape recorder; computerⅥ. Teaching ProceduresStep 1 Warming-upGreet with the SsStep 2 Presentation and practice1. T: It’s a bit hot in the classroom and I want to ask someone to open the window,what can I say?Ss: Can/could you please open the window?Would you please open the window?Would you like to open the window?Why don’t you open the window?Why not open the window？T: I can also say:Would you mind opening the window?Then present other requests:Would you mind turning off the lights?Would you mind cleaning the blackboard?2. Present some pictures, teach the Ss to make requests and give different answers: —Would you mind doing the dishes/cleaning the floor/taking out the trash/turning down the music?—Would you mind not sleeping late/not smoking/not wearing old jeans?The responses:No, not at all.OK, I’ll do it right away.Sorry. I’ll do it in a minute.I’m sorry. I won’t do it again.3. Give the Ss eight pictures and let them practice in pairs.4. Summarize how to make requests and answers.Step 3 Listening1. Work on Section A 1a.2. Listen and number the requests in the order.3. Listen and repeat.Step 4 Listening and practicing.Work on 2a, listen and number the pictures in the order.Work on 2b, listen and match the requests in activity 2a with the response in 2b Make conversations in pairs.Step 5 Activity 1Making some requests politelyGive the Ss five kinds of troubles:Trouble 1: Some studen ts don’t listen to the teacher carefully.Trouble 2: Some students don’t finish their homework on time.Trouble 3: Some students copy others’ homework.Trouble 4: Some students play football in the classroom.Troule5: Some students play computer games too late.Let the Ss make requests and responses.Step 6 Activity2Groupwork: There’ll be a parents’ meeting tonight Four students work in a group. One is the monitor. He/S he asks the others to do something, using “Would yo u mind…?”Homework:To make conversations with your partners according to the pictures in Activity2a.Then revise Grammar Focus.Period TwoⅠ. Teaching contents: Section A: 3a, 3b, 4Ⅱ. Teaching aims and demandsContinue to learn the ways to make polite requests and apologizes.Ⅲ. Teaching key and difficult points.1. Vocabulary : task, poster2.Target sentences:Would you mind doing something?Could you please…?I’m sorry. I’ll do it right away. / No, not at all….Ⅳ. Teaching aids：a tape recorder; a projector; PicturesⅤ. Teaching ProceduresStep1. Revision1. T: Are you happy today?I’m not very happy today. Because I have so many things to do these days. I’m very tired. Would you mind helping me? / cleaning the yard / cleaning the blackboard / keeping quiet / buying a cake for me…Could you please (not)…?2. Let the Ss ask and answer in pairs according to the pictures.Would you mind…? / Could you please…?Would you mind not…? / Could you please not…?1). If you are in the library, some people are doing some annoying things in it. Whatshould you do?Work in groups and discuss the best ways to solve the problems.2). Act it out—Would you mind…? / Could you please… / Would you mind not….?—No, not at all. / OK, I’ll do it right away. / Sorry. I’ll do it in a minute.I’m sorry. I won’t do it again.Step2: Presentation1. T: As a student, we should learn to be polite both at school and at home. Are you a good child at home? Do you like helping your parents at home? My friend Larry is also a good boy at home. But on Sunday morning, what did he do? He slept late. His mother wanted him to help her. She left a note for him. First, let’s see what his mother wanted him to do? She wanted him to wash the dishes / feed the dog / cook dinner / go to the library / do his homework.2. Now let’s complete the note. (3a)Step 3. PracticeEveryone should help each other. Now please make dialogues according to the orders, using “would you”, “could you”, “have to”.Step4. Group workThe school open day is coming. Suppose you are the monitor of the class, what should you help your teacher?Work in groups and arrange the work for your classmates.Jobs StudentsMake posters Yan MingClean the floorStore the old booksOrganize the meetingArrange the seatsA: Yan Ming, could you make some posters?B: Sure, no problem. And could you…Step5. Homework1.Copy the new words.2.Write the dialogue of the arrangement in the exercise books.Period ThreeⅠ. Teaching contents: Section B 1a—2cⅡ. Teaching aims and demandsHelp students learn how to make requests and apologizeⅢ. Teaching key and difficult points.1. Vocabulary : waitress, clothing, brought, solution, annoying, store clerk2.Target sentences:—This shirt is too big. Would you mind giving me a small one!—Not at all. Here you are.Ⅳ. Teaching aidsa tape recorder; a projectorⅤ. Teaching ProceduresStep1. Warming up1. Enjoy an English song or a tongue twister about happiness.2. Free talkT: How are you?/Are you happy today?/Why are you unhappy?Help Ss to say something about the unhappy thingsStep2. Lead in (presentation)1. Teach “annoy” and “annoying”T: These unhappy things annoy you. So you get annoyed. They are called annoying things.People usually complain about the annoying things. Read 1a.2.Give pictures to show the new wordsStep 3 DrillT: Shows some pictures and asks: What annoys him/ her /them? As a modal.Then drill the dialogue in pairs.Step 4 Group work (practice)T: Everybody has annoying things. And annoying things are everywhere. Make a list of other things you have complained about. Then rank the items from the most to the least annoying with a chart and one questions: What annoys you at/in ……?you want to be unhappyeveryday (No). What should we do? ( We should solve the problems )( Find the solutions and try to be happy)Listen to 2a 2b, then fill in the blanks in the chart.Step 6 Task : To solve the problemsT: What do you do when you have these problems?What will you say when you get annoyed?Ask them to oral play like this:A: This shirt is too big. Would you mind giving me a smaller one?B: Not at all. Here you are.Step 7 T or FGive Ss some statements. Ask them to charge. What is time and what is false Homework:(1) Oral playMake requests and apologize aural work:(2) Imitate the tape(3) A short passage: What annoys you?Blackboard designPeriod FourⅠ. Teaching contents:Section B: 3a-4Ⅱ. Teaching aims and demandsImprove the abilities of reading an articleⅢ. Teaching key and difficult points.1. Vocabulary : annoying things, wait in line, get annoyed/ mad, try to do return, door, perhaps, be polite2.Target sentences: I get annoyed when someone stands in the subway door. Ⅳ. Teaching methodsReading and speaking methods.Ⅴ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep1. Warming upEnjoy a songStep2. Oral playOral play the requests and apologizeStep3. Pre – readingT asks: What annoys him/her? What does she/he do when he / She has this problem?A wording to the oral play the Ss made.Then ask: What will you do when you have this problem?Why?Then let them do 3bStep 4 while – reading 3aTalk about the pictures first. Ask the student to tell what they see. Write down any words or phrases that are new to them on the blackboard and teach them to pronounce them.Ask them to read the article on their own and circle what people do when annoying things happen.Check the answers.Get the students to ask and answer questions on the article.Explain some words and expressions which are difficult for the students to understand.Step 5 after – reading1) Debate: Do you think bed to do like the man? Why?2) Group work 4Find the best solution to the problemT: Find out some of the things that annoy your classmates and fill in the chart then repent what the most commonProblem is and what different students do about it?Report:The most common problem is …When this happens, …will …Homework:Write a passage: I can’t stand it!Blackboard designPeriod FiveⅠ. Teaching contentsSelfcheckⅡ. Teaching aims and demands1. Revise the sentence patterns:Would you mind doing …?2. Enable the Ss to read and understand the material in self check.3. Enable the Ss to write a short passage of complaint. Important & difficult points:How to improve the abilities of reading long passageⅢ. Teaching ProceduresStep ⅠGreet the class as usual and check the homework.These two activities focus on vocabulary introduced in the unit. Say, First check the words and phrases you know. Then write five new words or phrases in your V ocal-builder.Get students to make their own sentences with the words, preferably sentences that are meaningful.Write a number of students’ answers for each word on the board. Underline any mistake and ask students to suggest how to correct the mistake.Answers1.I’m trying to sleep. Could you turn down the music, please?2.I’m going to be a bit late. Could you ask the bus driver to wait for five minutes?3.Would you mind closing the door? It’s cold outside.4.I don’t know the way to the sports club. Can I follow you?5.Sorry,I ordered my food half an hour ago and it hasn’t arrived yet.Show the sample answers above on the screen. Ask students to read them and make sure students understand the underlined words.Step Ⅲ2This activity focuses on the grammatical structures and key vocabulary introduced in this unit.Go through the instructions with the students. Look at the picture. Ask students to talk about the picture.In this picture, there are three people. Father is playing the guitar. The music is very noisy. Mother is telephoning somebody. Her voice is very loud. Their son is playing football on the floor.Now ask students to write the letter on their own. As they work, walk around the room checking the progress and offering help as needed.Ask a few students to share their letters.Check the answers. Answers will vary.A sample letterDear Mr. and Mrs. Harris,Welcome to our neighborhood. Would you mind not telephoning so loudly at noon? Would you mind turning down the music? Playing the guitar is very good. But please pay attention to the time when you play it. Would you mind not playing football on the floor? Thank you very much.Yours sincerely,TomStep ⅣJust for Fun!This activity provides reading practice with the target language.Get two students to read the dialogue in the picture to the class.A : Would you mind not walking on my foot?B : What’s the problem? You walk on it every day.Ask students to tell in English other silly jokes like this that they have heard in their first language.Step Ⅴ SummaryThis class we ’ve reviewed words and phrases in the unit. And we ’ve done a writing exercise using the target language. Some exercises of the workbook can strengthen the target language presented in the unit.Step Ⅵ HomeworkNext class we ’ll learn the reading passage. There are many new words and expressions. I hope you can read the new words and learn them by heart. Next classI ’ll ask you to read the new words first.Period SixⅠ. Teaching contentsReading: Would you mind keeping your voice down?Ⅱ. Teaching aims and demandsTo train students ’ reading comprehension.Ⅲ. Teaching key and difficult points.1. Vocabulary :2. Section 1. Section 2. Section3. Section4.Ⅳ. Teaching methodsⅤ. Teaching aidsa tape recorder; a projectorⅥ. Teaching ProceduresStep ⅠGreet the class as usual and check the homework. Ask students to read the new words one by one. Correct any mistakes. Then read the new words and ask students to repeat. Make sure students know the meanings.Step ⅡSection 1 Before You Read PairworkFirst ask students Do you know the word “etiquette”?Then say If you don’t know, please look up the word in your dictionary.Let students look at the picture below. Ask How many rules of etiquette can you see being broken?Ask students to make a list with their partners.Step ⅢSection 2 While You ReadReading strategyLook at the title and the picture, and predict what the text is about.This helps you get ready to acquire new information.Play the tape for students and ask students to read the text.Step ⅣSection 3 After You Rea3aAsk students to go through the reading again. Show the summaries on theCheck the answers.AnswersParagraph 1 dParagraph 2 bParagraph 3 aParagraph 4 c3bAsk students to think of polite suggestions they could make to each person who is breaking a rule of etiquette according to the picture.Role play with a partner.Ask some students to say their suggestions.3cScan 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.Step ⅤSection 4 Go for it!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.Ask students to check their writing with their partners.Step Ⅵ SummaryThis class we ’ve practiced some reading, speaking and writing. We ’ve also learned something about the word “etiquette ”.Step ⅦHomeworkTry to find out some rules of etiquette that are different in foreign countries. Preview the new words in Unit 8.Next time we ’ll learn Unit 8.。