unit7新目标九年级

unit7新目标九年级（精选6篇）

unit7新目标九年级 第1篇

Unit 7 WHere would you like to visit

Section A

I 1.educational 2.thrilling 3.to trek through the jungle 4.too stressed out 5.consider asking

II 1.thrillers;thrilling 2.to tour;touristy;tourists;tour 3.relaxing;relaxes;relaxed 4.tired;tiring 5.lively;lived;alive;liveliest

III．1.where there are;with 2.are supposed to 3.who can 4.is supposed to be 5.would like to

Section B

I.1.provide 2.easy 3.light 4.including 5.vacations

II.1.provide us with some useful information 2.In general;junk food 3.Traveling around;by taxi convenient to take;to most places 4.Unless you speak;yourself;it’s best;someone who can translate 5.which is best to travel by

6.give her some suggestions 7.is the most expensive;is 8.get a room with a kitchen

III.1~6 ADBABC

IV.1~5 DFCBE

Self Cheak and Reading

I.1.in which thousands of;take part in 2.find out;answers to;as soon as possible 3.According to;the most popular choice of job 4.continue singing;so that;provide better lives for 5.It seems;work as

6.Quite a few;are willing to

7.hold on to;come true 8.On the one hand;on the other hand 9.volunteer translators;translated;for

II.1.as soon as they can 2.provie;with 3.less realistic than 4.were ready to 5.in order that

III.1~5 CDBAC 6~10 CADDB

unit7新目标九年级 第2篇

Where would you like to visit?

(SectionA）

一、Analysis of the Teaching Material and the students

The topic of the unit is vacations.This is an interesting topic.In this section,we will learn some places of interest and many words to describe them.In fact,Students have learned about vacationa in Grade eight.So this year we not only study words and expressions,but also learn how to write something about places of interest.二、Teaching aims and demands 1.Target language

Where would you like to go/visit?I’d like to visit Mexicio.I hope to go to France some day/one day.I’d like to go somewhere relaxing.2.Language structures would like to+V.hope to +V.3.Knowledge Objects Learn to talk about places they would like to visit.4.Ability Objects Train students listening, speaking, reading and writing skills.5.Moral Objects Wherever you travel in the world, you are able to use English.三、Teaching key points would you like to+V.hope to +V.四、Teaching difficult points Would and hope to for expressing desires

五、Teaching procedures

The first period Section A(1a—2c)Step 1：Leading in Teacher asks: “Do you want to travel?” Student A: “Yes.”

Teacher asks: “Where would you like to visit? Student B: “Beijing.” Student C: “…” Step 2 1a T asks one student to read the words then asks students to look the pictures and use the words to fill in the chart.Step3 1b Play the tape twice for students.Students listen and fill in the chart..Step4 1c Pairwork

Ask the students to make their own conversations.Then students practice and act in pairs.Step5 2a 2b Play the tape for students.Students listen to the tape and finish 2a and 2b.Step6 2c

Ask students to make conversations using the information in 2a and 2b.Students work in pairs.Step7 Groupwork Ask students to work in groups to make a survey.Students work in groups to ask and answer.Step8 Summary--Where would you like to go on vacation,Sam?--I’d like to trek through the jungle in Brazil, because I like exciting vacations.--What about you?--I like places where the weather is always warm.--Where would you like to go/visit?--I hope to see Niagara.--Why don’t we go to Mesicio together? It has

everything

beautiful ，friendly people ,exciting things to do …

--That’s not a bad idea… if you pay for it.(Sounds good.)

六、Blackboard Design

Unit 7 Where would you like to visit? 1.—Where would you like to go on vacation? —I’d like to trek through the jungle, because I like exciting vacations.2.I love places where the people are really friendly.3.I hope to see Niagara Falls some day.七、Homework 1.Ask students to remember the key words and sentences.2.Practice the conversation below:--Where would you like to go on vacation,Sam?--I’d like to trek through the jungle in Brazil, because I like exciting vacations.--What about you?--I like places where the weather is always warm.--Where would you like to go/visit?--I hope to see Niagara.--Why don’t we go to Mesicio together? It has

everything

beautiful ，friendly people ,exciting things to do …

--That’s not a bad idea… if you pay for it.(Sounds good.)

八、Reflection

The second period Section A（3a-4）Step1 Revision Show some exercises on the blackboard and show it to the students.Step 2 3a Ask students to read the passage and circle the things the students like and underline the things the students dislike.Then teacher explain the points.1.consider sth / doing sth:

eg:

consider a suggestion

I am considering changing my job.2.Why not +动词原形？

Why don’t you＋动词原形？ 3.be supposed to do sth.eg: It is supposed to be very hot in Hawaii ．

Everyone is supposed to be here on time.Step 3 3b Ask students to work in pairs to make conversations with the information.Students work in pairs.Step 4 4

Ask students to work in pairs to complete and fill in the chart.Where would you like to go? I’d like to visit …

Isn’t it supposed to be very…？

Yes, it is.But it’s also …, and it has（lots of）… Step 5 Summary 1.consider sth / doing sth:

eg:

consider a suggestion

I am considering changing my job.2.Why not +动词原形？

Why don’t you＋动词原形？ 3.be supposed to do sth.eg: It is supposed to be very hot in Hawaii ．

Everyone is supposed to be here on time.六、Blackboard Design Unit 7 Where would you like to visit? For your next vacation why not consider visiting Paris? one of the liveliest cities ,one of the most famous churches

It’s convenient to take the underground train to most places.4.Unless you speak French yourself, it’s best to travel with someone who can translate things for you.七、Homework 1.Practice the dialoguage below : Where would you like to go? I’d like to visit …

Isn’t it supposed to be very…？

Yes, it is.But it’s also …, and it has（lots of）…

2.Write a short article about a city you have visited.八、Reflection

设计理念和思路：

此次教学设计的主要内容是新目标英语九年级Unit 7 Where would you like to visit ? 的Section A 部分。

本单元围绕“Vacations”展开教学活动。让学生学习用“I’d like to---/ I’d love to----”和“I hope to---”等句型谈论各自喜欢的旅游胜地，以期拓展学生的知识面。核心语言目标是“Talk about places you would like to visit”，核心问答是:---Where would you like to visit(go on vacation)?

/---I’d like(love)to visit---./ I hope to visit Hawaii one day.这是本单元的重点也是难点。

通过对这两个课时的学习，增强实际交际能力，开阔视野，加深对世界各地的地理环境,风土人情,人文教育的了解，自觉地保护地球，保护环境并让学生向往旅游，并逐步培养他们爱祖国、爱世界以及爱和平的世界观。

根据新目标对口语会话能力的要求，本课重点为：掌握有关国家或地点的词汇和描绘景点的形容词，能比较流利地描述自己想去的地方，灵活地运用句型

---Where would you like to visit?

---I would like to visit----根据学生实际，本单元的难点有两方面：A、正确运用句型来询问他人或表述自己向往的地方。B、学习关系副词where在定语从句中的用法。

初三的学生经过两年的新课程理念的熏陶及实践，有了一定的英语基础知识，听说能力和初步的自主、合作、探究、实验的能力。因此采用活动教学法和 Role playing的学习策略，让学生在活动中自主地学习新词汇、重点句型，自主地完成任务,提高解决问题的能力及综合运用语言能力。通过以上教学法,使学生将所听到、所看到﹑所读到的语言信息转化成自己能说、能写的语言素材。

确定了本课时在本单元中的地位、作用和教学目标后，我将第一节课大致分成六个环节来设计：一)、热身和复习，即世界名胜景点欣赏;二)、目标语言呈现;三)、目标语言操练Pair work;四)、听力训练;五)、小组任务Make a survey;六)、课后练习homework。这六个环节按照从听说到读写、从单句到篇章、从模仿到创作的能力发展顺序，递进式地设计语言活动。

本课的教学活动始终遵循任务型教学理念，以学生为学习主体，以任务为中心，在运用语言完成任务的过程中学习、体会和掌握语言。自始自终贯穿了以交际为目的的原则（在做中学，学中用）。在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、独立思考、合作探究，从而实现教学目标。

热身与复习。这一环节让学生欣赏并描绘世界各地的旅游胜地。教师适当地加以提示补充,同时引入新单词tiring、educational、fascinating、peaceful、thrilling、trek、jungle、take it easy等，从而创设语言的运用环境，为Section A activity1a and 1b做一个热身和铺垫。这一环节中描述景点是学生主动运用语言的平台，学生以此为新课做准备，老师则在学生的描述中教会学生本节课的新词汇。(5’)

目标语言呈现。给学生展示世界地图,并提问Where would you like to visit? Why? 让学生回答I’d like to visit…,并帮助学生用刚学的单词讲述理由(Because I want a peaceful trip)。此环节是对第一环节所学的单词进一步巩固,并学习了本单元的主要句型,为下一环节作准备。(10′)目标语言操练即Pair work。让学生适时操练目标语言---Where would you like to visit /go on vacation?---I’d like/love to visit---.并设置 “比一比谁说得又快又对”的小竞赛，竞赛在小组之间进行，要求学生交替问答并且变换答案，费时最少的一组获胜。这个竞赛利用本课的主要句型和词汇来练习说的技能，将听说结合，学生在这一环节中将从第一、二人称的运用向第三人称的运用转移，这使学生对目标语言的运用和操练又向前迈进一步。(5′)听力练习。这一环节覆盖课本Section A 1b—2a---ab的内容。有了前面几个环节的准备,为学生听懂对话扫清了障碍。(10′)综合训练即小组任务Make a survey。这一环节覆盖课本Section A1a—2c的内容，让学生在本小组内展开调查,就Where would you like to visit ? Why?等句型询问本小组成员想去哪个国家或地方旅游,并记录相关的信息,根据记录的信息写一个report。这就把本单元的目标语言知识和旅游这一话题很好的结合起来了，写调查报告充分训练了学生写的技能。这样,环节一学的词汇,环节二学的句型为本环节提供丰富的语言素材，保证了话题写作的顺利进行。(10′)课后练习homework，自己设计一个旅游景点。要求每个学生总结自己喜欢去的地方的特点,根据这些特点设计一个旅游景点并介绍给同学。

unit7新目标九年级 第3篇

Go for it九年级教材的编排富有现代化、生活化特点, 时代感很强。每个单元融汇话题、交际功能、语言结构, 除了A、B部分基本的语言内容及运用外, 都设置了具有跨文化内容的语篇及学习策略。很明显, 有了七八年级的基础后, 九年级的教材更突出了对学生综合运用语言能力的期待。这个期待也是每一位九年级英语老师在设计自己课文教学中的教学目标, 在整个学年的教学中, 培养学生综合性地运用英语始终贯穿其中。

但一样的课程, 教材的设计在不同的教学文化、教师文化背景中, 对“综合性”有不同的解读。纵观自己及一些同行们的九年级英语课文教学设计, 有些问题值得我们好好思考。

思考一, 关于任务。

新目标英语采用的是任务型语言教学模式。但很多老师对新教材及任务型语言教学吃得不透, 在设计课文教学目标时, 自己把握不准教学任务, 导致教学过程中的教学任务也不明确。许多课文教学设计有很多活动、很多花样, 但无目的、无效果, 生产了许多“无主次”、“无中心”的教学。因此, 读透教材, 研究教学, 了解学生需要什么样的学习任务, 教师又该怎么样设计自己的课文教学, 真的需要我们不断地研究探索。

思考二, 关于教学文化及教师文化。

新的课程改革需要教师有新的理念才能创造出新的教学。一直以来, 我们大多数教师都习惯一个人备课按照自己的思维模式进行教学设计, 然而在新时代的课程改革后, 经验再丰富的教师也感觉到一个人力量的有限。教师文化、教学文化也跟着时代的改变而改变 (教师文化指教师对工作环境的态度反映) 。

前苏联合作教育学倡导者明确提出:“没有教师, 没有他对革新的热情, 没有他每时每日的创造, 没有他的智慧和良心, 没有他的文化素养和良好心灵, 任何改革都是不可能的。”教师文化影响教师对课程改革方案的理解和执行。新课程理念下的教师不仅有丰富的教学经验, 更具有课程改革主人意识, 敢于开创教育策略和活动教学方式, 用自身的教学技能及智慧促进课程改革, 成为学校文化的重要部分。“有文化”的教师方可促进“有文化”的教学。现代的教学文化要求教师从个人主义文化转向合作文化, 并将经历经验重构与生存方式的转换。集体备课、共享资源、共创教学, 才能将教师个人的才智发挥到最大。没有教师之间真诚的合作, 就没有丰富内涵的教学文化, 我们的课文教学设计将会缺乏活力。

合作, 会让我们教师在教学中体现出自身的生存价值和技艺价值。我们的课文教学设计也会因为合作而更完美更有效。

思考三, 关于多元文化。

新教材的时代感, 文化的多元性, 注定其中有着明确的文化背景, 这些浓厚的文化背景知识都蕴涵在课文中, 尤其是九年级的课文。因此, 在设计课文教学时, 若是忽略了或把握不住这些文化, 甚至在设计课文教学目标时, 只重知识目标、技能目标, 忽视文化知识的了解与教学, 那样的教学会是残缺的教学, 课文也因此失去文化传承的功用。任何独立文化传承的语言教学设计都是失败的。布鲁纳在《布鲁纳教育论著选》第373页中提到:“教育理论不仅是属于技术的, 也是属于文化的、意识形态的, 以及政治的。如果它要产生什么影响, 它一定包含着一切。”

在九年级课文中的文化包括有:传统文化、本土文化、外来文化、大众文化、精英文化等, 同时也还有学生文化、课程文化、主流文化等。众多文化以多元的形式存在于我们的教材中, 教师若对于教学设计中文化的定位不明朗, 就会造成在课文教学设计中或过于激进或过于自由或过于保守, 偏执于任何一种文化形式都不利于课文教学的设计。例如, 在教材中的外来节日 (圣诞节、情人节……) 与中国传统节日 (春节、清明节、中秋节……) , 在教学中, 我们不仅要让学生感受到不同的节日文化, 还可以让学生通过各种方式了解到节日的背景知识, 能自然地接受外来的文化, 也会珍惜本民族的文化。课文教学设计中的主流文化应能与学生文化相融相通, 这些都需要我们在教学前对课文教学进行精心的设计。如果, 我们的课文教学设计中, 没有发现这些文化之间存在的矛盾, 在教学中没有解决或缓和, 使学生在学习中还是容易将课文中所体现的文化与自己的文化各自独立, 那我们的课文教学设计也是失败的, 因为我们没法走入学生的心灵。关于多元文化教学设计, 只有在全球化、民族化的大背景中, 学生才会有宽阔的学习文化意识。

思考四, 素质教育与应试教育。

九年级是学生成长道路上的一个转折点, 这个转折点与考试有关, 素质教育与应试教育注定成为九年级教育教学无法避免的一个问题。学生身心的健康成长需要素质教育, 学生的前途 (上好的高一级中学) 需要高的分数。 (虽然, 国家已开始叫停分等级的高级中学办学方式, 但在社会人心里, 在家长心里, 甚至在学生心里, 也仍有着自己的等级, 学生也会为自己心中的那个等级努力。) 因此, 素质与应试教育的结合, 要体现在我们平时的教学设计中。我认为, 它们实际就是形成性评价与终结性评价的结合。

在课文教学设计中, 以过程性评价促进学生的学, 完善老师的教, 学生学习的兴趣、进取的意识、坚持的毅力基本来源于形成性评价。形成性评价关注学生成长的每一个细节;终结性评价不会因为学生老师不喜欢而不存在。就我国目前的社会环境、教育机制, 任何脱离了考试的教育教学都是不现实的。单元检测、期末考试, 是检测学生的学、教师的教在某一个阶段是否有效的方式。因此, 帮助学生树立良好的考试心理很重要。

只有老师认识到这些, 在英语课文教学设计中才不会过多注重形式, 忽略实际;学生也不会没有目的地学, 更不会因感觉前途渺茫而失去学习的兴趣和信心。无论是素质教育还是应试教育都是“双刃剑”, 关键还是在于教师这个“师傅”如何引导学生用好手中的“剑”。首先, “师傅”的观念、认识要正确, 眼光要远, “剑手” (学生) 才能是“使剑高手”。

思考五, 教学设计难易度的把握。

对于九年级这个转折点, 不但学生感觉压力大, 老师本身也会因有各种因素掺杂其中, 压力也不小。导致在课文教学设计中出现不同的认识, 也有了不同的教学设计, 特别体现在难易度的把握上。有的老师, 主张以知识的广度来达到一定的教学难度, 有的以高深难度来体现。有这种认识的老师一般都认为学生九年级了, 有基础有能力进行难度或宽度较大的学习;也有的老师认为, 只有在课文教学设计中设计出高难度的教学, 学生才是毕业班的学生, 老师也才是毕业班的老师, 走向了为难度而设计教学的怪圈。因此经常出现这样的课堂教学:老师按自己的课文教学设计的难度上课, 学生在下面听得呆若木鸡。结果, 老师上课上得很累, 学生听课听得更累, 英语对于学生就有可能永远是门“外语”, 不是一般人都能学会的高深莫测的语言。

与之相反的是, 有的老师过于低估自己的学生或对自己的学生没有信心, 凡是稍有点深度或难度的, 统统不在课文教学设计之中。在实际教学中, 害怕学生不懂, 老师会不辞劳苦地一句一句地读、一句一句地翻译解说。勤快点的学生会老老实实地跟读或做笔记, 而其他学生就会人坐得笔直的, 但心常飘离课堂之外。更有甚者, 连平时的测试都会事先让学生翻书做, 背好答案再测试, 把好好的检测转化成了背书教学。从此, 学生再也没法离开老师独立学习英语, 因为平时除了跟老师读、做笔记外, 几乎没有独立学习, 离开了老师, 所有的英语学习都有难度。

太难或太容易的英语课文教学设计都忽略了学生这个学习主体。设计的课文教学难或是易应由学生已有的基础和已有的知识经验来决定, 高估或是小瞧学生都是对他们的不尊重。学生只有征服知识才能获得知识, 才能成为知识的最高主人。学生是在不断地接受教育, 但他越来越不成为对象, 而是越来越成为学习的主体, 他们只有把别人的教育转化成为自己的教育, 才能成长。教师在设计课文教学中, 有时适当地降低难度是为了消除学生恐惧的心理, 保持学习的热情和信心;有时, 适当地增加难度更能激起学生学习的斗志。因此, 在教学中, 教师完全可以旗帜鲜明地告诉学生, 只有那种肯思考, 肯动脑筋, 并勇于探索新方法、新思路的学生, 才是真正的学生。学生克服困难的心理是一点一点地形成的, 但在形成的过程中需要老师的帮助。

九年级对于学生很关键, 但老师要有比学生更好的心理素质才能帮助学生健康发展。九年级的英语课文教学是否成功, 关系到复习环节是否能顺利开展, 因此, 在设计的过程中, 教师也需要一个对自己教学设计的形成性评价来促进并完善我们的设计, 设计前、设计中、实践后的思考非常重要。有思考才会有发现, 有发现才会有挑战, 这样我们的课文教学设计才是理念与实践的最佳结合。

参考文献

[1]顾明远, 孟繁华主编.国际教育新理念.海口:海南出版社, 2001 (10)

[2]英语课程标准 (实验稿) .北京师范大学出版社, 2001 (7)

[3]周锦秀.初中英语新课程校本教研问题与指导.陕西师范大学出版社, 2005 (6)

[4]胡定荣.课程改革的文化研究.北京教育科学出版社, 2005 (2)

新目标九年级Unit7练习 第4篇

unit7新目标九年级 第5篇

Section A Make requests请求 Apologize道歉

1.Would you mind turning down the music? 你可以把音乐关小一些吗？

（1）Would you mind+doing sth.? 你不介意做„„吧？例如：

Would you mind opening the window? 你不介意打开窗户吧？

Would you mind turning on the TV? 你不介意打开电视吧？（2）turn down关小，调低 turn up开大，调高。例如：

Will you please turn down the radio?It’s too noisy in the room.请问你能把收音机调低一些吗？屋子里太吵了。

2.Match the requests with the people in the picture above.把图画中的要求和人匹配。

3.Would you mind cleaning the yard? 你不介意打扫院子吧？ clean the yard打扫院子

4.Would you mind not playing baseball here? 你可以不在这儿打棒球吗？ Would you mind not doing sth.? 你可以不„„吗？例如：

Would you mind not standing in the doorway? 请问你可以不站在门口吗？

Would you mind not making a loud noise? 你可以不弄出那么大的声音吗？

5.Look at the picture above and make conversations.看上面的图画编写对话。

6.A：Would you mind moving your bike? A：你可以把自行车挪一挪吗？ B：OK，I’ll do it right away.B：好的，我马上就做。

right away 立刻，马上。例如：

I think you’d better leave for Shanghai right away.我认为你最好立刻启程去上海。7.Would you mind doing the dishes? 你介意洗餐具吗？

do the dishes洗餐具。例如：

Who usually do the dishes after meals in your home? 在你家通常是谁饭后洗餐具？ 思维拓展

回答这样的句子一般用

Of course not.或Certainly not.若确实介意则用 Sorry，I am afraid...来说明理由。

思维拓展

对比下面的短语： turn on打开 turn off关上 全析提示

request n.“要求”，它的同义词是 requirement。全析提示

clean清洁，打扫。例如： clean the classroom打扫教室 clean the blackboard擦黑板

全析提示

right away=right now =at once

=in a minute立刻，马上 right now立刻，马上 I’ll leave right now.我马上就走。

思维拓展

do the dishes洗餐具 [Lucy often helps her mother do the dishes after supper.露茜通常在晚饭后帮妈妈洗餐具。

8.Would you mind getting out of the bathroom? 你可以从浴室里出来吗？

get out of从„„出来。例如： She tried to get out of the dark forest.她尽力走出了那片黑森林。The police got the truth out of her.警察迫使她说出了真相。

9.Listen again，match the requests in activity 2a with the responses below，write the letters [a~e] in the blanks.再听一遍，把活动2a中的要求和下面的回答匹配，在空白处写上字母[a~e]。

10.I won’t be long.我将不会很长。（指不在里面呆很长时间）

11.Look at the requests and responses above and make conversations.看上面的要求和答复编写对话。

12.Would you mind not wearing those old jeans? 你可以不穿那条旧牛仔裤吗？ jeans牛仔裤。例如：

I like jeans very much，so I bought myself many.我很喜欢牛仔裤，因此给自己买了许多条。13.Grammar Focus语法聚焦 Would you mind...?（1）Would you mind+v.-ing...? 用来客气地提出请求。例如：

Would you mind giving me a glass of water? 请给我一杯水好吗？

Would you mind cleaning your room? 你可以打扫你的房间吗？ I’m sorry.I’ll do it right away.对不起，我马上就做。

Would you mind not playing baseball here? 你可以不在这里打棒球吗？

Sorry，we’ll go and play in the park.对不起，我们将会去公园里玩。（2）Would you mind+sb.’s+v.-ing...? 用来提出询问，征求对方的意见（在非正式文体中，v.-ing前的所有格可换为宾格）。例如：

Would you mind my smoking here? 我在这里抽烟你介意吗？

Yes，you’d better not.是的，你最好别抽。No，certainly not.不介意，你当然可以抽。

14.Your father is at a meeting and I’m going shopping.=wash the dishes

思维拓展

get out of还有下列意思：

避免，摆脱；放弃；使说出；获得，得到；退休

全析提示

wear v.“穿着，戴着”，强调状态；

in prep.“穿着，戴着”，强调状态；

put on“穿上，戴上”，强调动作。

全析提示

回答带有mind的问句时要注意yes或no都是针对mind（介意，在乎）选用的；表示“介意，在乎”时，选用yes，后面跟句子，意思是不让对方做某事； 表示“不介意，不在乎”时，选用no，后边跟句子，意思是允许对方做某事。如：

Would you mind posting the letter for me？你可以为我寄封信吗？ Of course not./No，certainly not.当然可以。

你爸爸在开会，我要去购物。at a meeting在开会。例如：

Many people are at a meeting in the auditorium.很多人在礼堂里开会。

15.Could you please do the cooking? 请问你能做饭吗？

Could you please+动词原形„？表示一种有礼貌的请求。我们也可以说：

Would you please...?你能„„吗？例如：

Will you please...?Could you please tidy the room? 你能把房间整理一下吗？

Will you please call back after 5:00? 你能在5:00以后再打过来吗？

16.It’s the school open day.Make a list of things students need to do.Decide who should do these things，then go around the class and ask them.今天是学校开放日。列一张学生需要做的事情的清单，决定谁应该做这些事情，然后在教室里找到他们，向他们提出问题。

school open day学校开放日。例如：

Every Tuesday it’s our school open day.On that day students’ parents can go to our class to observe our class.每个星期二是我们的学校开放日，在那天学生家长们可以来我们班里听课。

17.Could you make some posters? 你能做一些海报吗？

Sure，that’s no problem.当然，没问题。make posters制作海报。例如：

We need to make more posters about our concert.我们需要为我们的音乐会制作更多的海报。

Section B 1.Have you ever complained about these things?Would you ever complain about them? 你曾经抱怨过这些事情吗？你会不断地抱怨它们吗？ 2.Your barber gave you a terrible haircut.你的理发师给你理的头发很难看。barber理发师。例如：

The new barber can give you a wonderful new look.那个新来的理发师能给你设计一个完美的新形象。3.The store clerk gave you the wrong size.售货员给你了一件尺寸不合适的衣服。The waitress brought you the wrong food.女侍者给你拿错了食物。

wrong adj.不适当的，错误的。例如：

思维拓展

have a meeting开会

全析提示

这些提出请求的方式比用Can you...?语气要委婉一些。

全析提示

things students need to do学生们需要做的事情

have to必须；不得不 全析提示

go around=walk around围绕，环绕

全析提示

complain抱怨，埋怨

Joan is always complaining about something.琼总是满腹牢骚。

思维拓展

store clerk售货员 waitress女侍者 waiter男侍者

It’s a wrong way to throw a ball.这是一种错误的投球方式。

She said the wrong thing at the meeting.她在会议上说错了话。

4.Make a list of other things you have complained about.Then rank the items from the most to the least annoying.列一张你曾抱怨过的其他事情的表格。然后把这些事情按从最讨厌的顺序到最不讨厌的顺序排列。

rank排列。例如：

Can you rank them according to their height? 你能按身高给他们排序吗？

from the most to the least从最高到最低

5.Read the article.Underline the things that annoy people.Circle what people do when annoying things happen.读下面的文章，在使人烦恼的事情下划线，把在烦人的事情发生时人们会做什么画圈。

annoy 和bother 两者都含有“使恼怒”或“使烦恼”的意思。

（1）annoy指由于干扰、不顺利或受不了某种外界情况等而“使烦恼，懊恼”。例如：

I was annoyed by his bad manners.他的无礼使我恼怒。

（2）bother指不停地“扰乱，麻烦”，使人不能安宁，而产生烦恼的心理。例如：

Pardon me for bothering you with such a small matter.请原谅我为这点小事麻烦你。

6.I don’t like waiting in line when a shop assistant has a long telephone conversation.当售货员打起电话没完的时候，我不愿排队等候。wait in line排队等候。例如：

We should wait in line when we are waiting for a bus.等公共汽车时我们应该排队等候。

They’re waiting in line to buy tickets for the new movie.他们在排队等候买看新影片的票。

7.I don’t like it when shop assistant follow me around.我不喜欢售货员跟在我的旁边。

follow sb.around跟在某人旁边。例如：

What annoys people a lot is when people go into the shops the salesper-son always follow them around.使人们非常烦恼的是，当进入商店的时候，售货员老是跟在后面。8.Could you please not follow me around? 请问你能不跟着我吗？ Could you please not do sth.? 一种委婉的提出请求的方式：“请问你能不做某事吗？”例如：

全析提示

annoying=troublesome恼人的；讨厌的

an annoying cough一声恼人的咳嗽

全析提示

annoy vt.使烦恼，使讨厌 annoying adj.烦人的

全析提示

have a long telephone conversa-tion煲电话粥

wait in line排队等候，它的对应短语是

cut in line = jump the queue不按次序排队，加塞

思维拓展 follow sb.跟随某人;

听明白某人的话 思维拓展

请问你能不做某事吗？ Could you please not...? Would you please not...? Could you please not turn on the TV?I’m doing my homework.请问你能不打开电视吗？我正在做作业。9.I’ll ask you if I need some help.如果需要帮助我会叫你的。

if I need some help如果我需要帮助 这是一个条件状语从句，if“如果”，常用来引导条件状语从句。例如：

If it rains tomorrow，we will stay at home.如果明天下雨，我们就呆在家里。

If it doesn’t rain tomorrow，we will visit the Great Wall.如果明天不下雨我们将参观长城。

10.I get annoyed when someone talks to me while I’m reading.当有人在我读书时和我谈话我会很气恼。get annoyed变得气恼。例如：

Linda always gets annoyed when someone calls her nick name.当有人叫她的绰号时，琳达总是变得很生气。I got annoyed when I saw him late again last class.当我上节课看见他又迟到时，我变得很气恼。

11.This happens to me all the time in the school library.在学校的图书室里，这种事情总是发生在我身上。happen to sb.某人发生某事。例如：

Did you hear what happened to David last night? 你听说大卫昨天晚上发生什么事了吗？

What will happen to the children if Peter and Alice break up? 如果彼得和爱丽丝离婚孩子们会怎么样？

12.Perhaps in the future I should try not to be so polite.或许在将来，我应该试着不这么有礼貌。in the future在将来。例如：

I think every family will have robots in the future.我认为每个家庭在将来都会拥有机器人。

try to do sth.试着做某事；尽量做某事。例如： We should try to stay with our family on holidays.我们应该尽量在节假日多和我们的家人在一起。13.I get annoyed when people cut in line.当人们插队的时候，我会很气恼。cut in line插队，加塞。例如: Don’t cut in line when you are waiting for the subway.当你在等地铁时不要插队。

14.I get annoyed when classmates borrow my eraser and don’t return it.当同学们借了我的橡皮不归还时我变得很气恼。return归还。例如：

Please always remember to return the library book on time.请别忘了按时归还图书馆的书。

Reading Will you please not...?

要点点拨

if引导的条件句中一般用一般现在时表示将来，不用will表示。

思维拓展

get annoyed=be annoyed变得气恼

annoy with 生„„的气

annoy at讨厌某事

思维拓展

happen to do sth.偶然做某事

全析提示 try to be polite 尽量有礼貌 try not to do sth.尽量不要做某事

Try not to be late again.尽量不要再迟到了。

思维拓展

cut in line=break the line 插队，不按次序排队

思维拓展

return=give back

return还可相当于come back“回来”和go back“回去”。

Section 1 Before You Read读前准备

1.Look up the word “etiquette” in your dictionary.What does it mean?Look at the picture below.How many rules of etiquette can you see being broken?Make a list with your partner.在词典里查一下单词“etiquette”。它是什么意思？看下面的图画。你能看出有多少失礼的地方吗?和你的搭档一起写一张表格。

Section 2 While You Read阅读中

2.Would you mind keeping your voice down? 请问你介意说话小点声吗？ keep down控制。例如：

They are trying their best to keep down the noise of the heating system.他们正尽力降低暖气系统的噪音。

3.If you spend any time in an English-speaking country，you might hear the term “etiquette”.如果你在说英语的国家度过一段时间，你可能会听到“etiquette”这个说法。

4.It means polite social behavior.它的意思是有礼貌的社会行为。behavior n.行为；举动。例如：

Everyone praises the children’s good behavior.每个人都在赞扬孩子们的良好行为。

5.This may seem like a difficult word at first，but it can be very useful to understand.这个单词起初可能很难理解。但理解它将会很有用。（1）at first起初，开始。例如：

Keep your eyes closed at first，and then open your eyes and look at me.开始先闭着眼，然后睁开眼看着我。（2）seem vi.似乎，好像。例如： The man seemed to be ill.这个人好像病了。

Alan didn’t seem care at all when his pet cat died.当他的宠物猫死时艾伦好像一点也不在乎。He seems to be quite happy.他似乎十分快乐。

It seems as if it is going to rain.看起来要下雨了。

6.Etiquette is not the same in every culture，or in every situation.礼节在不同的文化或不同的情形下是不同的。： situation n.情形，境遇，场合。例如: The situation is very difficult.处境很困难。

The house has a fine situation.这所房子的位置很好。全析提示

look up查（字典）etiquette礼节 being broken 正在被破坏

全析提示

mind doing sth.介意干某事

常见的短语还有mind sb.doing sth.介意某人干某事 全析提示

（1）English speaking country说英语的国家

（2）term n.术语；说法；措词 全析提示

mean表示“„„的意思，作„„解释”。例如：

What does that mean? 那是什么意思？

=What do you mean by saying that?

思维拓展 at first起初

它的对应短语是at last最后 思维拓展

类似的说法还有: seem angry 似乎很生气 look happy 看起来很幸福

思维拓展 趣味串联： be in a situation 有职业

be out of a situation 失去职业

save the situation 7.However，if you do this in Europe，some people might feel impolite.然而，如果你在欧洲这样做的话有些人可能会感到你不礼貌。however adv.不管怎样；无论如何；然而；可是。例如： I’d like to go with you，however my hands are full.我很想和你一块儿去，可是我忙不过来。She always goes swimming，however cold it is.不管天气多冷，她总是去游泳。

8....but there are other places where talking loudly is not allowed.但是还有一些其他的不允许大声谈话的地方。

Where talking loudly is not allowed作定语从句修饰名词other places。例如：

He is the kind of man who is always ready to help others.他是那种总是乐于助人的人。

9.Even if you are with your friends，it is better to keep your voice down in public places.即使你是和你的朋友在一起，在公共场合也最好低声说话。（1）even adv.甚至，连。例如： Even now it is not too late.就是现在也不太迟。

Even if it is raining，we must set off at once.即使天正在下雨，我们也必须立刻出发。even修饰比较级，表示“更，还”。例如： It’s even colder than yesterday.今天比昨天更冷。

（2）public places公共场合。例如： Don’t spit in public places.不要在公共场合吐痰。

10.In fact，we should also take care not to cough or sneeze loudly in public if possible.事实上，我们也应该注意如果可能的话尽量不要在公共场合大声咳嗽或打喷嚏。

（1）in fact事实上。例如：

She doesn’t like him much—in fact I think she hates him!她不很喜欢他；事实上，我认为她恨他！I said it was Tuesday，but in fact it was Monday.我说那是星期二，实际上是星期一。（2）take care当心。例如：

Take care not to make any mistakes.当心不要出错。

（3）if possible如果可能的话。例如：

I’ll fly home at once to meet my brother if possible.如果可能的话我将立即飞回家去见我的哥哥。I’ll help you with your English if possible.挽回局势 思维拓展

注意类似的构词法 polite有礼貌的 impolite没礼貌的 possible可能的

impossible不可能的

全析提示

定语从句就是一个句子作定语。在这个句子中由who引导一个定语从句修饰the kind of man。

思维拓展

你知道吗，even还有下面的含义 ①平的，平坦的 ②均匀的，一致的

an even temperature恒温 ③同等的

④偶数的，双数的

例如：2 and 4 are even numbers.2和4是偶数。

思维拓展

public adj.公共的，公众的 public opinion 公众舆论 public school 公立学校

the public good 公众利益 全析提示 fact n.事实

dry fact朴素的事实 face the fact正视事实

全析提示

注意：take care当心 take care of照顾，照看 全析提示

possible可能的，潜在的。例如： Come as early as possible.尽可能早点儿来。如果可能的话我将会帮你学英语。

11.If we see someone breaking the rules of etiquette，we may give them some suggestions.如果我们看见有人违反了礼节，我们可以给他们一些建议。（1）break the rules违反了规则。例如：

Please always obey the rules of etiquette in public.If you break the rules，the others will not be pleased.在公开场合一定要遵守公共规范，如果你违反了规则，别人会不高兴的。

（2）see sb.doing sth.看见某人正在干某事。例如： I saw her crying when I came in.当我进来的时候我看到她在哭。I saw a stranger entering the room.我看见一个陌生人正走进房间。

12.If someone is smoking on the bus，we could ask，Excuse me，could you please put out that cigarette? 如果有人在公共汽车上抽烟，我们可以问，抱歉，请问你能熄灭烟吗？ smoke v.吸烟。例如：

It’s not allowed to smoke here.这里不允许抽烟。

He smoked for years before stopping.他在戒烟前抽了很多年烟。

（2）put out熄灭，关掉，扑灭。例如： Please put out the light before you go to bed.上床之前请把灯关掉。

The family had put out the fire before the police came.那一家人在警察来之前已经扑灭了大火。

13.People don’t usually like to be criticized，so we have to be careful how we do this.人们通常不喜欢被批评，因此我们必须小心我们怎样处理这样的事情。criticize vt.&vi.批评；责难。例如： We criticized his wrong idea.我们批评了他的错误思想。14.Would you mind picking it up? 你不介意把它捡起来吧？ pick up捡起，拾起

Section 3 After You Read 读后训练

15.Look again at the picture.Think of polite suggestions you could make to each person who is breaking a rule of etiquette.Role play with a partner.再看一遍图画，想出你能给违反礼节的人提的有礼貌的建议。和一个搭档分角色表演。

16.Find examples of behavior from the reading.Are these things always wrong，or does it depend on situation or culture?Put them in the correct column.Think of more examples of behavior.全析提示

see“看见”后面既可以接do也可以接doing，用法不一样。see sb.doing sth.看见某人正在做某事（强调动作正在进行）；see sb.do sth.看见某人做某事（强调动作的全过程）。例如：

I saw the accident happen.我看见了那起事故的发生。类似用法的常用的词还有hear，watch等，我们叫它们感官动词。

思维拓展

与put有关的短语小结 put on穿上，戴上 put...in...把„„放到„„里面 put...away

把„„收起，放好 put down写下来 思维拓展

criticize sb.for doing sth.因做某事而责备某人。例如： He was criticized by his teacher for breaking the window.他因打破玻璃受到了批评。思维拓展 pick up捡起，拾起；改良，进步；增加；获得；收听 全析提示

make a suggestion to sb.给某人提建议

全析提示 从文章中找出行为的例子。这些行为是总是不对呢？还是取决于它所在的环境和文化背景？把它们分类写到不同的栏内。想出这种种行为的更多的例子。

Section 4 Go For It!新目标!17.Think of a time you saw someone breaking a rule of etiquette.You may have seen someone spitting，slamming doors，or talking loudly on a mobile phone.Write a letter of complaint to your local newspaper.想出你有一次看到有人违反了社会规范的时候。你可能见过有人随地吐痰，砰地关上门，或是大声地打移动电话。给当地报纸写一封examples of...„„的例子

depend on取决于

全析提示

complaint n.诉苦，抱怨 local news paper 当地的报纸

unit7新目标九年级 第6篇

新目标八年级英语下Unit7教案

新目标八年级英语下Unit7教案   Unit 7 Would you mind turning down the music ? Analysis of Unit 7 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 ? B: I’m sorry .I’ll do it right away . A: Would you mind not doing sth ? B: Sorry. We’ll go and play in the park . Difficult points : 比较:  Would you mind (not) doing sth ? Could you please do sth ? Please do sth . You have to do sth . Structures: Would you mind cleaning your room ? I’m sorry .I’ll do it right away . Would you mind moving your bike ? No, not at all .I’ll do it right away . Period 1 Teaching procedures: Step 1 Assign the task 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 . 2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture . 3. Correct 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 .Correct the answers . SB Page 52 ,1c. 1. Ask two students 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. Correct 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. Correct 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 Focus 1. 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。 教学后记:   Period 2 Teaching procedures : Step 1 Pre-task SB Page 54 , 3a . 1. Read the instructions .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 requests and commands 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 Ss to complete the work in groups . 2. Ask a few students to share the sample conversation . Homework : 完成对话 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 . 教学后记:   Period 3 Teaching procedures : Step 1 Assign task Teach 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. Correct 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-task SB Page 56 , 3a. 1. Read the article to the 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 . 教学后记:   Period 4 Teaching procedures: Step 1 Self Check SB 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-reading SB 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 教学后记: