八年级英语下册Unit1—3词性变化汇总(新目标英语)
Unit1
1.will(过去式)would
2.willnot(缩写)won’t
3.pollutionn.pollutev.污染
4.build(→built→built)v.修建,建造n.体型buildingn.建筑物
5.fly(→flew→flown)v.飞行,放飞flightn.航班
6.take→took→taken带走,拿走,花费
7.fall→fell→fallen掉下,落下
8.write→wrote→written写writern.作家;作者
9.come→came→come来,来到
10.think→thought→thought想,认为
11.sciencen.科学scientist科学家scientificadj.科学的
12.pleasev.使…高兴pleasedadj.感到高兴的pleasant令人愉快的unpleasantadj.令人不愉快
的pleasuren令人高兴的人或事
13.simpleadj.简单的simplyadv.简单地;仅仅
14.boredadj.感到无聊的boringadj.令人感到无聊的
15.数字+hundred几百,hundredsof数百,成百上千
16.possibleadj.可能的impossible不可能的possiblyadv.可能地
17.predictionn.predictv.预测
Unit2
1.keep→kept→kept保存;保持;喂养
2.arguev.argumentn.争吵;吵架
3.wrong错误的(反)right正确的
4.surprisev.使…惊讶n.惊奇surprisedadj.感到惊讶的surprisingadj.令人感到惊讶的
5.pay→paid→paid支付;付款
6.neither二者都不(反)both二者都
7.pushv.推;给…压力pullv.拉pushyadj.一意孤行的;固执己见的
8.send→sent→sent发送;寄;送;派
9.includev.includingprep包含;包括
10.they他们themselves他们自己
11.freeadj.空闲的;免费的;自由的freedomn.自由freelyadv.自由地
12.organizev.组织organizedadj.有组织的organizationn.组织;机构
13.full-time全职的part-time兼职的
14.complainv.complaintn.抱怨;发牢骚
15.failv.失败;不及格succeedv.成功
16.advicen.advisev.建议
17.angern.生气;怨气angryadj.生气的angrilyadv.生气地
18.colorn.颜色colorfuladj.五颜六色的
19.usev.使用n.用处usefuladj.有用的
Unit3
1.get→got→got得到;拿;取
2.run→ran→run跑
3.meet→met→met遇见
4.ride→rode→ridden骑;乘
5.become→became→become变得;成为
6.tell→told→told告诉;吩咐;讲述
7.hear→heard→heard听见;听说
8.ring→rang→rung(门、铃等)响
9.buy→bought→bought购买
10.somewhere某处(用于肯定)anywhere任何地方(用于疑问、否定)
11.experiencev./n.经历;体验
12.strangeadj.奇怪的;陌生的strangern.陌生人
13.followv.跟随followingadj.下列的
14.amazev.使…惊奇amazedadj.惊奇的amazingadj.令人感到惊奇的
15.scarev.使…恐惧scaredadj.恐惧的
scaryadj.令人害怕的
16.silencen.寂静;沉默silentadj.寂静的;沉默的
silentlyadv.默默地
17.recentadj.最近的recentlyadv.最近
18.meanv.意思是meaningn.含义
19.brightadj.明亮的brightlyadv.明亮地
20.hero(pl.)heroes英雄
新目标英语八年级(下)Unit7Wouldyoumindturningdownthemusic?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(Unit7Wouldyoumindturningdownthemusic?),主题是如何更礼貌的提建议,主要功能项目是“Makerequests”和“Apologize”,本单元的语法要点是“Wouldyoumind…?”和“Couldyouplease…”等句型的运用,知识重难点为:“wouldyoumind+动名词”和“Couldyouplease+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:
SectionA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Wouldyoumind+动名词向别人提出请求的语言功能项目。再呈现Wouldyoumindnot+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Wouldyoumind…?和Wouldyoumindnot…?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Wouldyou,Couldyou,haveto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。
SectionB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。Selfcheck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Unit11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Canyou…?/couldyou及Couldyouplease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
①Beabletopronounceandmasterthenewwordsandphrases.
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:turndown,notatall,rightaway,waitinline,cutinline,keepdown,atfirst,putout,pickup.
②Masterthetargetlanguage:
Wouldyoumindmovingyourbike?Sorry,Iwilldoitrightaway.
Wouldyoumindnotplayingbaseballhere?Sorry,we’llgoandplayinthepark.
Couldyoupleasewashthedishes?Ok,Iwilldotheminaminute.
③Learntomakerequestsandapologies,usingthetargetlanguage.
④Learnthemodalverbthatcanexpressrequest.
(2)语言能力(1)能正确运用Wouldyoumind…?和Couldyouplease…?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Wouldyoumind…?和Couldyouplease…?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Wouldyoumind…?和Couldyouplease…?时,应该提醒学生,wouldyoumind+动名词,而Couldyouplease+动词原形。此外,如用否定词not,not所放的位置,学生容易犯错,Wouldyoumindnot…?Couldyoupleasenot…?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-
GrammarFocus
(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。)
Period1
(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”)
Period2
(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)
Period3
(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)
Period4
(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
ReviewofUnit7
(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)
Period5
(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
Unit7SectionA1a.1b.1c.2a.2b.2cGrammarFocus
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。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“Wouldyouminddoingthings?”“Wouldyoumindnotdoingthings?”以及表示歉意的回答—Sorry,Notatall/I’lldoitrightaway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.Keyvocabulary:notatall,rightaway,turndown,yard.
2.Keystructures:---Wouldyoumindturningdownthemusic?---No,notatall.
---Wouldyoumindnotplayingbaseballhere?---Sorry.We’llgoandplayinthepark.
3.Listeningpractice
(二)能力目标:1.Totrainstudents’abilityoflisteningandspeaking.2.Totrainstudents’abilityofspokencommunication.
(三)情感态度:TobeinterestedincommunicatinginEnglish.
三、重点、难点
1.KeyPoints:(1)Keyvocabulary.(2)MasterthestructuresinGrammarFocus.(3)Listeningpractice.
2.TeachingDifficulties:(1)Howtoimprovestudents’listeningability.(2)Makeconversationsusingthekeystructures.
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,
Wouldyoumindtouchingyournose?”
“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。
Step2leadin
(3minutes)
1.Say,IthinkitisalittlebithotinourclassroomandIwanttoasksomeonetoopenthewindow.WhatcanIsay?
HaveSsgivesomeanswers.
2.Writethemontheboard:Couldyouplease…?…?Wouldyoumindopeningthewindow?Explainthatthelastexampleisaverypolitewayofmakingarequest.
Answertheteacher’squestions.
Understandthenewsentences:“Couldyouplease…?…?Wouldyoumindopeningthewindow?”
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。
Step3Presentation
(9minutes)
1.HaveSslookatthepictureandaskapairofstudentstoreadthedialogueinthepicture.
2.Thenshowsomeotherpictures.HaveSslookandsaythemusing“wouldyoumind…?”likeabove.
3.Lookatthepictureandaskapairofstudentstoreadthedialogueinthepicture.
4.Thenshowsomeotherpictures.HaveSslookandsaythemusing“wouldyoumindnot…?”likeabove.
1.Lookatthepictureandreadthedialogueinthepicture.
—Wouldyoumindtakingoutthetrash?
—No,notatall.I’lldoitrightaway.
2.Lookatsomeotherpicturesandsaythemusing“wouldyoumind…?”likeabove.
3.Lookatthepictureandreadthedialogueinthepicture.
A:Wouldyoumindnotsmoking?
B:No,notatall.I’llstoprightnow.
4.Lookatsomeotherpicturesandsaythemusing“wouldyoumindnot…?”likeabove.
通过口头反复练习,以及讲解训练,使学生理解“wouldyoumind(not)doing…?”这一句型结构。
Step4
1a
(5minutes)
1.Pointtothefourrequestsinthebox.Readeachphrasetotheclassandgetstudentstorepeatit.Askstudentstoexplainwhateachonemeans.Theycanuseactionsandsimpleexplanations.
2.Thengetstudentstowritetheletterofeachrequestinthecorrectplaceinthepicturetomatchtherequestswiththepeople.Pointouttheblankboxesinthepicture.Askstudentstofinishthetaskontheirown.
3.Correcttheanswers.
1.Repeateachphraseinthebox.Thenexplainwhateachonemeans.Theycanuseactionsandsimpleexplanations.
2.Writetheletterofeachrequestinthecorrectplaceinthepicturetomatchtherequestswiththepeople.
3.Correcttheanswers.
呈现Wouldyoumind+动名词表达“请求”。
Step5Listening1b
(5minutes)
1.AskdifferentstudentstolookatthelistofrequestsinActivity1aandreadeachonetotheclass.
2.Thensay,Pleaselistentotherecordingandnumbertherequests(1~4)aboveintheorderyouhearontherecording.PlaytherecordingandhaveSswritethenumbers1through4onthelinesaftertherequests.
3.Correcttheanswers.
4.Listenagainandfillintheblanks.
1.LookatthelistofrequestsinActivity1aandreadeachone.
2.Listentotherecordingandnumbertherequests(1~4)aboveintheorderyouhearontherecording.Thenwritethenumbers1through4onthelinesaftertherequests.
3.Correcttheanswers.
4.Listenagainandfillintheblanks.
通过听力训练,呈现Wouldyoumind+动名词表达“请求”。
Step6
Listening
2aand2b
(5minutes)
1.2a.Listenandnumberthepicturesintheorderyouhearthem.
2.2b.Listenagain.Matchtherequestsinactivity2awiththeresponsesbelow.
3.Correcttheanswers.
1.Listenandnumberthepicturesintheorderyouhearthemin2a.
2.Listenagaintofinish2b.Matchtherequestsinactivity2awiththeresponsesbelow.
3.Correcttheanswers.
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。
Step7
Pairwork
(5minutes)
1.HaveSsLookatthepicturesof1aand2a;letapairofstudentstoreadthewordsinthesampledialogue.
2.Thensay,Makeconversationslikethisabouttheinformationabove.
Givestudentsafewminutestoworkinpairs.Whentheywork,walkaroundtheroomcheckingtheprogress.
3.Attheendaskseveralpairsofstudentstosaytheirconversationstotheclass.
1.Lookatthepicturesof1aand2a;andreadthewordsinthesampledialogue:
A:Wouldyoumindmovingyourbike?
B:Sorry.I’lldoitrightaway.
A:Wouldyoumindnotwearingthoseoldjeans?Theylookterrible.
B:Ok.I’llputonanotherpair.
2.Makeconversationslikethisabouttheinformationabove.
3.Saytheconversationstotheclass.
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
GrammarFocus
(3minutes)
Reviewthegrammarboxfirst.Dividetheclassintotwogroups.Onegroupreadthestatementsandtheotherreadtheresponses.
Readthegrammarboxingroups.
总结本课所学知识。
Step9Practice
(5minutes)
Dosomeexercises.
Dotheexercises.
通过做练习,复习巩固本节所学内容,达到学以致用。
Step10Homework
(2minutes)
GroupA:
1.Wouldyoumindbeingapolitestudent?PleaselookatthepictureandWritedowntheconversations.
2.Findoutotherpolitewaystomakerequests(礼貌的请求方式)inEnglish.
GroupB:
1.ReadandtrytounderstandtheGrammarFocus.
Trytheirbesttofinishthehomeworkwell.
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
Unit7Wouldyoumindturningdownthemusic?
SectionA1a~GrammarFocus
notatall,turndown,rightaway,yard
---Wouldyoumindturningdownthemusic?---No,notatall.
---Wouldyoumindnotplayingbaseballhere?---Sorry.We’llgoandplayinthepark.
教学内容
Unit7SectionB1a~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:Myfriendwaslateyesterday.Iwaitedforalongtime.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.Keyvocabulary:waitress;brought;solution;task;poster;finishthesetasks;makesomeposters.
2.Keystructures:A:Thisshirtistoobig.Wouldyoumindgivingmeasmallerone?B:Notatall.Hereyouare.
A:Couldyoumakesomeposters?B:Sure,that’snoproblem.
3.Listeningpractice.4.Writingpractice.
(二)能力目标:1.Totrainstudents’listeningandwritingskills.2.Totrainstudents’abilityofcommunication.
(三)情感态度:1.ToenabletomakerequestspolitelyinEnglishinourdailylife.
2.Tobeabletohelpotherswhoareintrouble.
三、重点、难点
1.KeyPoints:MastertheKeystructures.Listeningandwritingpractice.
2.TeachingDifficultyMakeconversationfreely.
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.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
Step1
Greettheclassandreview.
(5minutes)
1.Greettheclassasusualandcheckthehomework.
2.FirstaskSstoseeapieceofmovie.
Thenshowsomepicturesandaskapairofstudentstomakeaconversationaccordingtothepicturesusing“wouldyoumind(not)…?”
1.Greeting.
2.Firstseeapieceofmovie.
Thenlookatthepicturesandmakeaconversationaccordingtothepicturesusing“wouldyoumind(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。
Step2
Newwords
(3minutes)
Showthenewwordsonthescreen.Readthenewwordstotheclassandaskstudentstorepeat.
Learnthenewwords.
学习新单词。
Step3
Speaking(SectionB1a1b)
(5minutes)
1.SectionB1a.Showsomepicturesonthescreenandaskstudentstosaysomethingaboutthepictures.Providekeywordsasneeded.Writethesewordsontheblackboard.
2.Readtheinstructionsandaskstudentstoreadeachsituationandthinkaboutthetwoquestions.
Thenasksomestudentstosharetheiranswerswiththeclass.
3.Pairwork.Showsomeotherpictures.HaveSslookatthepicturesandtalkaboutthemusing
“Wouldyouevercomplainaboutthem?”
1.Lookatthepicturesonthescreenandsaysomethingaboutthem.
2.Readeachsituationandthinkaboutthetwoquestions.Thensharetheanswerswiththeclass.
3.Lookatthepicturesandtalkaboutthemusing
“Wouldyouevercomplainaboutthem?”
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。
Step4
Listening(SectionB2a2b)
(8minutes)
1.2a.Letstudentslistenandnumberthecorrectsentences(1~3)inActivity1a.
Correcttheanswers.
2.Listenandfillintheblanks.
3.2b.Listentothethreeconversationsagain.Askstudentstofillintheblanksontheirown.
Checktheanswers.
1.Listenandnumberthecorrectsentences(1~3)inActivity1a.
2.Listenandfillintheblanks.
(1)Conversation1
Whatmadethegirlunhappy?
Shegotthe______________shirt.
What’shersolution?
Shewillgeta_______shirt.
(2)Conversation2
Wheredidthishappen?
Ithappenedina__________.
Whatwillheget?
Hewillgetsome____________rightaway.
(3)Conversation3
Whatwastheboy’sproblem?
Hegotapenthat___________.
3.2b.Listentothethreeconversationsagaintofillintheblanks.C
hecktheanswers.
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。
Step5
Pairwork(SectionB2c)
(5minutes)
1.2c.Firstasktwostudentstoreadtheexampleinthesampledialogue.
2.ThenletstudentslookattheproblemsinActivity2bandworkwiththeirpartners.
3.RoleplaytheconversationsfromActivity2blikethis.
4.Attheendaskseveralpairsofstudentstosaytheirconversationstotheclass.
1.Readtheexampleinthesampledialogue.
A:Thisshirtistoobig.Wouldyoumindgivingmeasmallerone?
B:Notatall.Hereyouare.
2.LookattheproblemsinActivity2bandworkwiththeirpartners.
3.RoleplaytheconversationsfromActivity2blikethis.
4.Saytheirconversationstotheclass.
练习“表示请求”以及相应的问答。
Step6
Writing(SectionA3a)
(10minutes)
1.Showsomepicturesonthescreenandaskstudentstoexplainwhatishappeningineachpicture.
Lookatthesepicturesandroleplaytheconversationslikethis.
A:Wouldyoumind(not)doing…?
B:….
2.SectionA3a.Gothroughtheinstructionswiththeclass.Lookatthepicturesandthenote.Askstudentstoreadthenote.
Thenletstudentsfillinanswersontheirown.
Checktheanswers.
1.Lookatthepicturesandexplainwhatishappeningineachpicture.
2.Roleplaytheconversationslikethis.
A:Wouldyoumind(not)doing…?
B:….
3.Lookatthepicturesandreadthenote.
Thenfillinanswersontheirown.
Checktheanswers.
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。
Step7
PairworkandGroupwork
(7minutes)
1.3b.Firstlookatthe
sampledialogue.Lettwostudentsreadittotheclass.
Thenmakeconversationsusingwouldyou,couldyou,andhavetolikethisonewiththeirpartners.
Askseveraldifferentpairsofstudentstosaytheirconversationstotheclass.
2.Fillintheblanksandmakeconversations:
(sleepinginthebedroom,couldyou,turndowntheTV,wouldyoumind)
3.Chooseatopic,andthendiscussthethingstheirneedtodo.
Topic1
SchoolOpenDay
E.g.:A:Couldyoumakesomeposters?
B:Sure,that’snoproblem.
Topic2
Iwantahealthyfather!
E.g.:Please…/Couldyouplease…
Youhavetostopsmoking.
1.Readthesampledialogue.
Thenmakeconversationsusing“wouldyou,couldyou,andhaveto”likethisonewiththeirpartners.Saytheirconversationstotheclass.
2.Fillintheblanksandmakeconversations:
(sleepinginthebedroom,couldyou,turndowntheTV,wouldyoumind)
A:__________babysittingyourlittlecousin?
B:OK,I’lldoitatonce.DoIhaveto__________?
A:Yes,sheis__________.
B:OK,whenIfinish,_________letmewatchTV?
A:Ofcourse.
3.Chooseatopic,andthendiscussthethingstheirneedtodo.
Topic1
SchoolOpenDay
Topic2
Iwantahealthyfather!
通过几个活动综合练习“wouldyou,couldyou,haveto”,提高综合运用语言的交际能力。
Step8
Summaryandhomework
(2minutes)
Thisclasswe’vedonealotoflistening,speakingandwritingpracticeusingthetargetlanguage.
GroupA:
1.Makeyourownconversations.
2.Writeapolitelettercomplainingabouttheactivitiestoyourneighborordeskmate.
GroupB:
1.ReadthelisteningconversationsonP91andP92.
2.Makeyourownconversations.
Trytheirbesttofinishthehomeworkwell.
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
Unit7Wouldyoumindturningdownthemusic?
barberterriblehaircut
storeclerkwrongsize
belatemovie
waitresswork
A:Thisshirtistoobig.Wouldyoumindgivingmeasmallerone?
B:Notatall.Hereyouare.
washthedishesfeedthedogcookdinnergotothelibrarydoone’shomework
A:Couldyoumakesomeposters?
B:Sure,that’snoproblem.
教学内容
Unit7SectionB3a——Selfcheck2
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。SelfCheck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.Reviewsomewordsandphraseslearntinthisunitandlearnnewwordsandphrases:Line,waitinline,annoy,annoyed,polite,perhaps,door,cutinline,hasn’t=hasnot
2.Doreadingandwritingpractice.
3.Keystructures:Igetannoyedwhen…Whenthishappens,Iwould/maysay…
(二)能力目标:1.Trainstudents’abilitiesofcomprehension,readingandwriting.
(三)情感态度:1.Beabletobepoliteandhonestinlife.
三、重点、难点
1.Keywordsandphrasesinthisperiod.2.Understandthereadingpassenger.
3.Learntowriteapoliteletterusingthetargetlanguagelearntinthisunit.
四、教法选择与学法指导
1.教法选择:(1)Readingandwritingmethod.(2)Oralpractice.(3)Selfcheckmethod.
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.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
Step1GreetingandRevision.
(4minutes)
1.GreetingSs.
2.Checkthehomework.
3.AskSstodotheexercise.
1.Greetingtheteacher.
2.Dotheexercise.用wouldyoumind…改写下面句子。
1.Don’ttalk.
2.Pleasesitdown.
3.Don’tusethatpen.
4.Pleaseturnoffthelight.
5.Don’tspeakloudlyinthelibrary.
6.Pleasecleantheclassroom.
通过复习进一步巩固Wouldyoumind…的用法。)
Step2:SectionB3a
(11minutes)
1.AsksstohavetheFreetalk:
2.Shownewwordsandphrases.
3.Readthearticletotheclass.Asksswhichwordstheydon’tunderstand.Writethesewordsontheboard.
4.Letstudentsreadthearticlewhentheyunderstandallthesentences.askthemtounderlinethethingsthatareannoying.Thenhavethemcirclewhatpeopledowhensomethingannoyinghappens.
5.Letstudentslistenandansweronemainquestions.Thenchecktheanswers.
6.AskstudentstoreaditagainandwriteTorF.
7.Asksstoreadandanswer4questions.
8.Keypoints.
1.Talkitwithyourdeskmate.
(1)Doyouoftengetannoyed(getangry)?
(2)Whendoyougetannoyed?
(3)Doyouoftencomplainaboutthem?
(4.)Whatwillyoudowhenithappens?
2.Readnewwordsandphrases.
3.Readandfinishtheexercise.
4.Readandunderlinethethingsthatareannoying.thencirclewhatpeopledowhensomethingannoyinghappens.
5.Listenandansweronemainquestions.
6.ReaditandwriteTorF.
7.Readandanswer4questions.
8.Takenotes.
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。
Step3
3b
(5minutes)
1.Asksstolookatthepictures.Andaskdifficultstudentstotellwhatishappeningineachpicture.
2.Gothroughtheinstructionswiththeclasspointtotheblanklineswheresswinfillintheiranswers.
3.Askstudentstocompletetheactivityontheirown.
4.Checktheanswer.
1.Lookatthepictureswiththeclasstotellwhatishappeningineachpicture.
2.Pointtotheblanklineswheresswinfillintheiranswers.
3.Completetheactivityontheirown.
4.Correcttheanswer.
让学生通过观察图片,获取信息,来充分运用语言目标。
Step4Groupwork.
(8minutes)
1.Asktwostudentstoreadthedialogue.
2.Askanotherpairofstudentstogiveanothercomplaintandaction.
3.Askstudentstocompletetheworkingroups.Whentheywork.Walkaroundtheroomcheckingtheirprogressandofferinghelpifnecessary.
4.Askafewstudentstosharethesampleconversation.
5.Listthemostcommoncomplainandthebestactionadvice.
1.Readthedialogue
2.Anotherpairofstudentstogiveanother
3.Complaintandaction..
Completetheworkingroups.
4.Sharethesampleconversation.
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。)
Step5Selfcheck2
(7minutes)
1.Gothroughtheinstructionswiththestudentlookatthepicture.Askstudentstotalkaboutthepicture.
2.Asksstowritealetterontheirown.
3.Askafewstudentstosharetheirletters.
4.Checktheanswers.Answerwillvary.
1.Talkaboutthepicture.
2.Writealetterontheirown.
3.Afewstudentstosharetheirletters.
4.Correcttheanswers.
通过话说图片,获得所用信息。培养学生写作能力。
Step6:Exercise.
(5minutes)
1.Askstudentstofillintheblanksontheirown.Thenchecktheanswers.
2.Askstudentstomaketheirownsentenceswiththewords.
1.Fillintheblanksontheirown.
2.Maketheirownsentences
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。
Step7:Summary
(3minutes)
Thisclasswe’vehadalotofreading,writingandspeakingpracticeusingthetargetlanguage.
We’vereviewedwordsandphrasesofthisunit.Andwe’vedoneawritingexerciseusingthetargetlanguage.
通过小结,学生明确这节课学了什么。
Step8:Homework.
(2minutes)
GroupA:
1.Makeconversations.
2.Retellthestory.
GroupB:
Makeconversations.
Dotheirhomework.
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
Unit7Wouldyoumindturningdownthemusic?
Wordsandphrases:
Keystructure:
Igetannoyedwhen…
Whenthishappens.Iwould/maysay…
Wouldyoumind…?
Wouldyoumindnot…?
教学内容
Unit7Reading:wouldyoumindkeepingyourvoicedown?
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.Keyvocabulary:Asia,impolite,allow,voice,public,break,smoke,careful,drop,litter,pick
2.Reading:Wouldyoumindkeepingyourvoicedown?
(二)能力目标:1.Totrainstudents’readingcomprehension.
2.Totrainstudentshowtousethestrategyofreading.3.Totrainstudents’abilityofgettinginformation.
(三)情感态度:ToenableSstobehavepolitelyinpublicplacesandinourdailylife.
三、重点、难点
1.KeyPoints(1)Keyvocabulary:Keep…down;atfirst;putout;pick…up;seemlike…;standcloseto;evenif…;inpublicplaces;breaktherules;jointheline;droplitter.
(2)Understandthepassagecorrectly.
2.TeachingDifficultiesWriteagoodpolitelettercomplainingaboutsomething.
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.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
Step1
warmup
(2minutes)
Greettheclassasusualandshowthelearninggoals.
Greetingtheteacher.
Step2
Section1BeforeYouRead
(3minutes)
Pairwork.Firstaskstudents:Doyouknowtheword“behavior”?Letstudentslookatthepicturebelow.Askhowmanybadbehaviorscanyousee?
Thenhavestudentsmakealistwiththeirpartners.
Lookatthepicturebelowandfindouthowmanybadbehaviors.
Thenmakealistwiththeirpartners.
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。
Step3
Section2WhileYouRead
(16minutes)
1.Playthetapeforstudentstolistenandanswerthequestions:
2.(1)Asksstoreadreadingstrategy:
(2)Letssreadandunderlinethetopicsentenceofeachparagraph.
(3)Thendo3a.Matchtheparagraphswiththebestsummaries.
3.Asksstoreadthepassagecarefullyandanswermorequestionsaboutthepassage.
4.Readagain;Explainsomeusefulphrasesandsomesentenceswhatsscan’tunderstand.
5.HaveawordCompetition.
1.Listenandanswerthequestions:(1).Whatdoes“etiquette”mean?
(2).Isetiquettethesameineverycultureorineverysituation?
2.(1)Read:Topicsentenceisasummarysentenceofeachparagraph.Itmaybeatthebeginningoftheparagraphorattheendoftheparagraph,italsomaybeinthemiddleoftheparagraph.
(2).Readandunderlinethetopicsentenceofeachparagraph.
(3)Matchtheparagraphswiththebestsummaries.
3.Readandanswermorequestionsaboutthepassage.(1).Ifsomeonecutsinfrontofyouinaline,whatshouldyousay?
(2).Ifsomeoneissmokingonabus,whatshouldyousay?
(3.Ifyouseesomeoneyouknowdroppinglitter,whatshouldyousay?
ThencompletetheformsAccordingtothetext.
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
Step4
Section3Afteryouread
(10minutes)
1.3bAskstudentstothinkofpolitesuggestionstheycouldmaketoeachpersonwhoisbreakingaruleofetiquetteaccordingtothepicture.
2.Groupwork.Whoisthepolitestar?
HaveSsdiscussandgiveaReport:wethink…isthepolitestar.Becausehe/she…inclass,…athomeand…inpublic.
3.3cScanthereadingquicklyagainandfindexamplesofbehaviorfromit.AskstudentsArethesethingsalwayswrong,ordoesitdependonsituationorculture?
Thenletstudentsputtheminthecorrectcolumn.
Checktheanswers.
1.Studentsthinkofpolitesuggestionstheycouldmaketoeachpersonwhoisbreakingaruleofetiquetteaccordingtothepicture.
Example:
A:Agirlisdroppinglitter.
B:Youmaysaywouldyoumindpickingitup?
Roleplaywithapartner.
Asksomestudentstosaytheirsuggestions.
2.Discuss:Whoisthepolitestar?andgiveaReport
3.Findexamplesofbehaviorfromreading.Thenanswer:Arethesethingsalwayswrong,ordoesitdependonsituationorculture?
atlastputtheminthecorrectcolumn.
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。
Step5
Section4Goforit!
(10minutes)
1.Firstaskstudents:Haveyouseensomeonebreakingaruleofetiquette?
Thenaskthemtowritealetterofcomplainttothelocalnewspaperaccordingtowhattheyhaveseen.
2.Askstudentstochecktheirwritingwiththeirpartners.
Answerthequestion:Haveyouseensomeonebreakingaruleofetiquette?Thenwritealetterofcomplainttothelocalnewspaperaccordingtowhattheyhaveseen.
2.Checktheirwritingwiththeirpartners.
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。
Step6
Summary
(2minutes)
Ask:Whathavewelearned?
We’vealsolearnedsomethingabouttheword“etiquette”.
总结本节所学内容。
Step7
Homework
(2minutes)
GroupA:
1.Trytofindoutsomerulesofetiquettethataredifferentinforeigncountries.
2.Finishtheworkbook.
GroupB:
Finishtheworkbook.
Finishtheirhomework.
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:Wouldyoumindkeepingyourvoicedown?
etiquette—normalandpolitesocialbehavior
Wouldyoumind(not)doingthis?
Excuseme.Couldyouplease...?
教学内容
Unit7Reading:wouldyoumindkeepingyourvoicedown?
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Unit7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Wouldyoumind+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.Keywords:allow,break,politely,polite,yard,smoking,line,break,cough,picking,public,brought,litter,voice,follow,annoyed,earlier.
2.Keyexpression:3.ReadingandWritingpractice
(二)能力目标:1.Totrainstudentshowtousetargetlanguages.2.Totrainstudents’abilityofwriting.
(三)情感态度:ToenableSstoformagoodhabit
三、重点、难点
UseKeywordsandexpressions.GrammarFocusReadingandWritingpractice.
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.Acomputerformultimediause.2.Ataperecorder.
六、教学过程
ReviewofUnit7
一、复习目标一:单词运用
1.Parentsdon’t______theirkidstostayoutatnight.(允许)
2.Thewaitress________methewrongfood.(拿来)
3.Youshouldbe_____tooldpeople.Pleasespeaktothem_________.(有礼貌)
4.Couldyoupleasecleanthe_____?(院子)
5.Wouldyoumindnot___________here?(吸烟)
6.Igetannoyedwhensomeonecutsin______.(队)
7.Weshouldtakecarenotto______(咳嗽)orsneezein______.(公众)
8.It’snotrightto_____(掉下)______(垃圾)everywhere.
9.Wouldyoumind________(捡起)itup?
10.Ifyou______(违反)therules,yourteacherwillbemad.
11.Thewaitress_________(买)awatchyesterday.
12.________(也许)inthefutureIshouldtrynottobesopolite.
13.Thereareotherplaceswheretalkingloudlyisnot______(允许).
14.Wouldyoumindkeepyour______(声音).
15.Wouldyoumind_______(洗)thedishes?
16.Couldyoupleasenot______(跟着)mearound?
17.Iget________(生气)whensomeonetalkstomewhileI’mreading.
18.Couldyoupleasecome_____(早一点)nexttime?
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.-Wouldyoumind______(turn)downthemusic?-No,notatall./ofcoursenot./Certainlynot./Noproblem
-Sorry,I’lldoitrightaway/inaminute.
2.–Wouldyoumind_________(notsmoke)here?-No,notatall./ofcoursenot./Certainlynot.
-Sorry,Iwon’tdoit/thatagain.
3.–Could/Wouldyouplease________(turn)downthemusic?
4.–Could/Wouldyouplease________(notsmoke)here?
5.你能不能开一下门?
Wouldyoumind_______(open)thedoor?
Couldyouplease_____(open)thedoor?
Whydon’tyou______(open)thedoor?
Whynot________(open)thedoor?
Please_________(open)thedoor?
Wouldyoulike_______(open)thedoor?
四、复习目标四:知识链接
选用恰当的词填空:
1.(in/after)
I’llgotoseemyuncle___aweek.
____twohours,theygottothetopofthehill.
2.(turnup/turndown/turnon/turnoff)
It’sdark,Please_____thelight.
Don’t______theradio.It’stoonoisy.
3.(haveto/must)
It’sraininghardoutside.I____stayathome.
You_____finishyourhomework.
4.(alittle/abitof/abit)
Can’tyouwalk_________faster?
Giveme_________watertodrink,please.
Thereisstill__________timeleft.
五、复习目标五:语言知识
1.Myclockdoesn’t___.Canyoumenditforme?
A.useB.workC.walkD.move
2.Wouldyoumindopeningyourwindow?____.
A.Sorry,Idon’t.B.No,youdon’t
C.No,notatall.D.That’sright.
3.He___backinaminute.
A.comeB.comesC.willcomeD.came
4.Idon’t___wheretogoforourholidayatall.Youcandecideyourself.
A.haveB.wantC.likeD.mind
5.Hegot___whenhe___thenews.
A.annoyed,heardB.annoy,hears
C.annoying,heardD.annoyed,hears
6.Wouldyoumind______thelitters,please?
A.dropingB.dropC.droppingD.todrop
7.Wouldyoulike__tomyhousefordinner?.
A.comingB.comeC.tocomeD.dontcome
8.TheTVistooloud.Couldyouplease___?
A.turnitdownB.turndownit
C.turningitdownD.turningdownit
9.____inpublicisimpolite.
A.TalkingloudB.Talkingloudly
C.TalkloudD.Talkloudly
10.—Willyouplease______itforme?—Sure.
A.todoB.doing C.doesD.do
11.Wouldyoumind_________loudlyatnight?
A.nottosingB.notsingC.singingnotD.notsinging
12.Hehelpedus______theway______thestation.
A.tofind,inB.found,ofC.find,toD.find,for
13.Hesawapenonthefloorand_______.
A.picksitupB.pickupit
C.pickedupitD.pickeditup
14.Jacky,couldyouplease_____theTValittlebit?Yourfatherissleeping.
A.turnoffB.turnonC.turndownD.turnup
15.Ifthat_______,Iwon’tgobacktothatstoreagain.
A.happenedtomeB.willhappenme
C.happensonmeD.happenstome
16.--Couldyouplease______somuchnoise?
A.notmakingB.don’tmake
C.nottomakeD.notmake
17.--Wouldyouliketojoinus?--Yes,______.
A.IwouldB.I’dlovetoC.I’dloveD.I’dlike
六、复习目标六:Writingpractice
1.完成下列表格Complainttomynewneighbor
ToWhom
Complaint
Action
Man
Heissingingtooloud.
Woman
Wouldyoumindnotthrowingtherubbish?
Heisplayingfootball.
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。
DearMr.andMrsHarris,__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Example:
Ifeelsonicetohaveyouasmyneighbor.However,Ihavetosayyoualsobringsometroubletous.Wouldyoumindnotsingingtooloud?IcannotdoanythingelsewhenIhearthenoise.Everyday,Icanfindrubbishoutsidemywindow.Sowouldyoumindnotthrowingtherubbish.Andyoursonisplayingfootballathomeallday.Wouldyoumindaskinghimnottoplaythere?Thankyouforyourcooperation!
Yourssincerely,
Tommy
七、板书设计
Unit7Wouldyoumindturningdownthemusic?
Keywordsandexpressions.
-Wouldyoumind______(turn)downthemusic?
-No,notatall./ofcoursenot./Certainlynot./Noproblem.
-Sorry,I’lldoitrightaway/inaminute.
–Wouldyoumind_________(notsmoke)here?
-No,notatall./ofcoursenot./Certainlynot.
-Sorry,Iwon’tdoit/thatagain.
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