Unit 11 Could you please clean your room.（6课时教案）

Unit 11 Could you please clean your room
The First Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
Key vocabulary.
Target language.
Vocabulary for chores.
2．Ability Objects
Listening skill.
Speaking skill.
Personalizing skill.
Cooperating skill.
3．Moral Object
It is always right to be polite.
Ⅱ．Teaching Key Points
1．Key vocabulary
trash, fold, clothes, chores, laundry, floor, CD player, cleaning, cook, could, hate, living room, meeting, need to, ride (n.) , say, stay out, sweep, take out, use, wash , washing, give, invite, can
2．Target language
Could you please sweep the floor Yes, sure.
Could I please borrow the car No, you can't. You have to do your homework.
Ⅲ．Teaching Difficulty
Target Language.
Ⅳ．Teaching Methods
Listening method.
Reading method.
Self-evaluating method.
Personalizing method.
Pairwork.
Ⅴ．Teaching Aids
A tape recorder.
Tape and blank tape.
Pictures or photos.
A projector.
Large cards for concentration game.
Markers.
Ⅵ．Teaching Procedures
Step Ⅰ Greet the class as usual and check the homework.
Ask one student to talk about what have learned in last unit Unit 10 to the class. Only the target language around the topic is preferred. This is for revision.
Step Ⅱ
Introduction and new words learning:
From today we go to another new unit:
Unit 11 Could you please clean your room In this unit we will learn to make polite requests and ask for permission. Everyday we talk with people, work and study, live with people, a polite way to do these things is very useful and helpful.
Show the words on the screen. Point to them and lead the students to learn them. Explain the meaning or usages of them if necessary. Tell them that these are words : or expression used often in daily life.
take out 取出
trash n. (美)垃圾；废物；碎屑
chore n. 杂务；杂事；(尤指)日常的普通工作
do chores 处理琐事；干家务
do the dishes 洗餐具
sweep v. (swept, swept) 扫除；清扫；清除
sweep the floor 清扫地板；扫地
fold v. 折叠；折起来
living room 起居室；客厅
Step Ⅲ Lead-in and Warming-up
Say to a student, Give me your pencil. Accept the pencil and then give it back to the student. Then ask the class. What is a more polite polite way to ask for a pencil What word can I use to make it more polite Give students sample sentences such as, Please give me your pencil or Give me your pencil , please. Write the sentences with the word please on the board.
Step Ⅳ 1a
Do you do these chores at home Write “Y” (for yes) and “N” (for no) . Then ask your partner and write down his or her answers.
Point to the items under the heading Chores in the chart. Ask students what the word chores means. We don't need the Chinese translation.
Point to the items again and read each one to the class. Ask students to explain each chore in their own words and say if they do it or not. For example, a student might say, After we eat breakfast the dishes are dirty. We have to do the dishes. Do the dishes is the same as wash the dishes. Show the phrases describing the chores in the table on the screen;
do the dishes
sweep the floor
take out the trash
make your bed
fold your clothes
clean the living room
Then read the instructions. Point out the You column and say, Write Y for yes or N for no about yourself here. Point out the Your Farther column and say, Write Y for yes or N for no about your partner here.
Ask students to find a partner. As they work, move around the room and answer any questions.
Find out which two chores most students do at home.
Ask different students to write the name of each chore on the blackboard. Then read the name of each chore to the class and say, Raise your hand if you do this chore. Write on the blackboard the number of students who raise their hands after each chore.
Ss talk in pairs about the chores. And then ask some students to act out diaologues:
What chores do you do at home
Do you ….？
Then ss report about themselves and their partner. Pay attention to the use of verb forms.
Step Ⅴ 1b Listen
Play the recording the first time. Students only listen.
Say, You will hear a conversation between Peter and his mom.
Correct the answers.
Answers:
dishes=M trash=P clothes=P sweep= M bed=P living room=M
read after the tape.
Ss act out the conversation in pairs.
Explain the following:
Need to do sth
Si coming over
That’s right. That’s all right.
Yes ,sure.
Could you….
Step Ⅵ 1c Pairwork
Look at the picture above. Ask your partner to do the chores that you see.
Point to the picture above. Ask students to point to different items in the picture and tell what chore is connected to each part of the picture.
Point out the sample conversation in Activity lc.
A: Could you please sweep the floor
B: Yes, sure.
Ask two students to read it to the class. Say, Now work with a partner. Ask each other to do the chores in Activity 1a. First one student asks all the questions and the other student answers. Then the other student asks all the questions. You can answer ,Yes, sure. All right, or OK.
Give ss situations and ask ss to make new dialogues.
Eg. The floor is dirty
The trashbin is following.
The bed is a mess. etc
Step Ⅶ Summary
This class we have learned several ways of expressing polite requests. They are good ways to ask people to do something. And you are always successful. To make a request means people accept it. So the ways of polite request always work. It is always right to be polite.
Step Ⅷ Homework
Remember the phrases for chores: do the dishes, sweep the floor, take out the trash, make your bed, fold your clothes, clean the living room.
Step VII 2a2b Listen
Peter asks his father if he can do four things. What does his father say Check “yes” or “ no”.
Point to the chart. Show students the second column with the heading Peter's/father says … Say, Listen to the recording and check yes or no in this column.
Say, This is a conversation between Peter and his father. Play the recording the first time. Students only listen.
Play the recording a second time. As they listen to the recording this time, ask students to check yes or no if Peter's father says yes or no.
Correct the answers.
Answers:
movies=yes late=on car = no ride =yes
Listen again. Why does Peter's father say “no” Draw lines to the reasons in the chart above.
Point to the chart. Show students the column with the heading His father's reasons.
Say, Listen to the recording again and this time draw a line between each on answer and the reason Peter's father gave. Point out the sample answer.
Play the recording. As they listen to the recording this time, they draw a line between each no answer and the correct reason.
Correct the answers.
Answers:
stay out late=You have a test tomorrow.
use the car=I have to go to a meeting.
read after the tape.
Ss act out the conversation in pairs.
Explain the following and practise:
I guess so.
Until have a test. Give a ride
Go to a meeting/movie
Step Ⅴiii Pairwork
Ss make free dialogues asking for permissions to do sth.
Student A, you are Peter. Ask if you can do things. Student B, you are Peter's father. Say “yes” or “no”. If you say “no”, give a reason.
Point to tow students and say, You are student A and you are student B.
Point out the sample conversation. Ask student A and student B to read it to the class.
Ask students what other things Peter might ask his father about. Write some of these on the blackboard, leaving a space to the right of each one. For example, go to the school dance, get a part-time job, go to the library, borrow his father's bicycle. Then, to the right of each thing, ask students to write a reason why Peter can't do each one. For example, You have to visit your grandmother, You have too much homework, or You have your own bicycle.
Say, Now, work with a partner. Student A is Peter and asks questions. Student B is Dad and either says yes or says no and gives reasons. Later change places and have the conversation again.
As the pairs talk, move around the room checking their work. Offer language support as needed.
After several minutes, ask several pairs to say their conversations to the class.
Make a Tape
Ask a group of students to write their own conversations between parents and a teenager. The teenager asks permission to do different things. The parents say no and give reasons. Check the script with the students and help them correct any mistakes. Then ask the students to make a recording of their conversation adding sound effects, if they wish. Have the students play the recording in class and ask the other students to ask questions and talk about what they hear.
Step Ⅶ Grammar Focus
Review the grammar box. Ask students to say the statements and responses.
Write these two headings on the blackboard a few feet apart:
Could you please and Could I please. Ask different students to write several complete questions starting with these words under each heading.
Circle the words Could you please and the words Could I please in all the questions. Ask a student to point to and say which words they use to ask if it is OK for the student to do something or go somewhere (Could I please) . Ask another student to point to and say the words they use to ask another person to do something (Could you please) .
Point out the answers in the book. Say, The questions all use the word could. Do the answers use the word could (NO) What words do the answers use in place of could (can and can't) Say, So the questions use the word could and the answers use the words can and can't.
Grammar Focus
Could you please clean your room
Yes , sure.
Could you please do the dishes
Sorry, I can't. I have to do my homework.
Could I please go to the movies
Yes, you can.
Could I please use the car
No, you can't. I have to go out.
Requests;
Could you (please)… Can you ….
Permission:
Could I ….. Can I ….. May I…？
Homework
Make sentences.
Write a dialogue about requset: teacher ask ss to do clean the classroom
Preview period 2.
Step ⅪBlackboard design
Unit 11 Could you please clean your room
Target language:
Could you please …
Could I please …
Grammar focus
Postteaching
Ss are quiet active in this period. They are familiar with the content and they have a lot of chances to talk.
The Second Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
Key vocabulary.
Target Language.
Writing practice.
2．Ability Objects
Speaking skill.
Writing skill.
3．Moral Object
Living a donkey life because of not much work.
Ⅱ．Teaching Key Points
1．Key vocabulary
hate, laundry, do the laundry, wash, make dinner, do the shopping
2．Target language
Do you like to do the laundry No, I don't. It's boring. Do you like to do the dishes Yes, because it's relaxing.
Ⅲ . Teaching Difficulty
Target language.
Ⅳ．Teaching Methods
Writing method.
Reading method.
Oral practising method.
Ⅴ．Teaching Aids
A tape player.
Tape.
A projector.
Ⅵ．Teaching Procedures
Step Ⅰ Greet the class as usual and check the homework.
Ask two students to talk about the target language that they have learned in last class.
Step Ⅱ
Introduction and new words learning:
Today we will go on learning to ask for permission. And we have some exercises to practise. Now let's first learn the new words together.
Show the words on the screen. Point to them and lead the students to learn them. Explain the meaning or usages of them if necessary. Tell them that these are words or expression used often in daily life.
hate v. 憎恨；憎恶
laundry n. 待洗的衣服；洗衣店
do the laundry 洗衣服
wash v. 清洗；洗去
make dinner 做饭
do the shopping 购物；买东西
Step Ⅲ 3a
Fill in the blanks with “make” or “do”.
Read the conversation to the class with a student.
Ask students to fill in each blank with the word make or do.
Check the answers.
Answers:
do 2．do 3．make 4．do 5．Make
ss read the dialogue together. And then sum up do pharse and make phrases ss have leaned.
下列短语用do不用make
do one’s homework 做作业 do the housework 做家务
do some cooking 做饭 do some reading 看书
do some shopping 买东西 do some washing 洗东西/衣服
do some cleaning 搞清洁 do some sewing 做针线活
do some typing 打字/打东西 do some talking 谈谈话
do some walking 散散步 do the research 作研究
do one’s best do the laundry
下列短语用make不用do
make an answer 作出回答 make a suggestion 提意见make a mistake 犯错误 make a trip 进行
make a choice 进行选择 make friends 交朋友make a face 扮鬼脸 make money 挣钱
make a decision make breakfast/lunch /supper
make tea/coffee/
Step Ⅳ 3b
Make a list of the chores you do. Write “like” or “don't like” next to each chore. Tell a partner what chores you like and don't like. Say why.
Ask two students to read the sample phrases.
A: I like washing the car because I can be outside.
B: I don't like doing the dishes because it's boring.
First write a list of all the chores you do at home. Then work with a partner. Talk about the chores you do and say why you like or don't like to do each one.
Call attention to the list of chores in Activity 1a. Say, These are some chores people have to do. What are some others Write down several suggestions on the blackboard.
Say, Now write a list of chores you have to do.
Practise making statements with the whole class.
Ask a student to say the name of a chore. Then ask another student to say I like or I don't like(doing that chore) . Then ask a third student to give a reason. For example,
S1: Washing the windows.
S2: I don't like washing the windows.
S3: I don't like washing the windows because I don't like ladders.
Have the students work together for a few minutes.
Then ask several different students say their statements to the class.
Step Ⅴ SORRY, I CAN'T!
Work in a group.
Write each of these chores on a card and put them face down.
Turn one card over and ask your partner to do the chore.
Your partner says “on” and gives a reason.
Step Ⅵ Activity: Who Should Do What
Draw a large chart on the board with three column heads:
brothers and sisters, me, my parents. Ask some students to copy the chart and complete it at home. Ask the students to show which person should do the chore. They can use the chores from this unit and add some other chores family members have to do at home. Display these charts on the bulletin board and ask students to talk about each other's charts.
Step Ⅸ Summary
Today we practised a number of questions about chores. Most are for family. Some are of outdoor. From this less we know living a donkey life because of not much work. May you do more chores to help you build your spirit.
Step Ⅹ Homework
Make a housework survey for your or your classmate's family.
Make sentences with new words.
Step Ⅺ Blackboard design
Unit 11 Could you please clean your room
washing the windows hate to do do the laundry
clean your room do……..
help make dinner
Make a list of chores you do. Make…..
Postteaching
It’s necessary for teacher to help ss sum up vocabularies they have learned before.
The third Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
Key vocabulary.
Target language.
2．Ability Objects
Speaking skill.
Writing skill.
Cooperating skill.
3．Moral Object
Housework is a big work to do.
Ⅱ．Teaching Key Points
1．Key vocabulary
snack, borrow, invite, disagree, teenager
2．Target language
Could I invite my friends to a party on Saturday. Mom Of course! That sounds fun. Could I go to the store Well, I'm going tomorrow, and I can buy some drinks and snacks for you.
Ⅲ．Teaching Difficulty
Target language.
Ⅳ．Teaching Methods
Listening method.
Writing method.
Oral practicing method.
Pairwork.
Ⅴ．Teaching Aids
A tape player.
A projector.
Ⅵ．Teaching Procedures
Step Ⅰ Greet the class as usual。
Ask ss “what chores do your parents often ask you to do ”
“ what do you often ask your parents to do ”
This class we will learn the Section B of Unit 11. In this lesson we will go on talking about chores. Some more language will be practised around making polite requests and asking for permission.
Step Ⅱ Introduction and new words learning:
Today we will learn to ask for permission. When you want to do something you have to ask somebody for that before you do. Now let's first learn the new words together.
Show the words on the screen. Point to them and lead the students to learn them.
Explain the meaning or usages of them if necessary. Tell them that these are words or expression used often in daily life.
snack n. 小吃；快餐
borrow v. 借；借人；借来
invite v. 邀请；恳请
disagree v. 不同意；持不同意见
teenager n. 青少年(十三至十九岁的少男少女)
Step Ⅲ Section B 1a
What can teenagers ask their parents to do What do parents ask their teenagers to do Write “parents” or “teenagers” next to each phrase.
Look at the items on the list. Some of these things only parents usually ask and some of the items only teenagers usually ask.
Ask students to complete the writing on their own.
Correct the answers.
Possible Answers:
teenagers 2．teenagers 3．parents 4．teenagers 5．teenagers 6．teenagers 7．parents 8．Parents
Ask ss to make a sentence with each of the phrases.
Step Ⅳ 1b Pairwork
Tell your partner your answers to Activity 1a. Does your partner agree
You will use the answers to Activity 1a to practise agreeing and disagreeing with your partner.
Point out the sample conversation. Ask two students to read it to the class.
Now work with a partner. Make your own conversations about the items in Activity 1a. Practise the sample conversation again with a student, but use a different item from Activity 1a this time.
T: Teenagers say, Could you clean your room
S: No, I disagree. Parents say, Could you clean your room Then have students work in pairs.
Ask several pairs to say one or more of their conversations to the class.
Step Ⅴ 2a
Listen and check(√) the things in Activity 1a that you hear.
Point to the items in Activity 1a. Say, Listen to the conversation between Sandy and her mom. Please check each item they talk about. You can put your checkmark in front of each phrase they use.
Play the recording the first time. Students only listen.
Play the recording a second time. As they listen to the recording this time, ask students to put a check in front of each item in Activity 1a that Sandy and her mom talk about.
Correct the answers.
Answer:
The following items should be checked:
1 2 3 4 5 6
Ss answer “ I heard…”
Step Ⅵ 2b Listen again
What is Sandy's mom going to do What is Sandy going to do What are Sandy and Dave going to do Fill in the chart. This time you will be writing what the three people are going to do. Point out the sample answer.
Play the recording. To pause the recording or play it more than once if students need extra time to write down the words.
Correct the answers.
Answers :
Sandy's mom: buy drinks and snacks.
Sandy: invite my friends, borrow some money, clean her room, use the CD player.
Sandy and Dave: move the good chairs, clean the living room
Ss ask and answer with the pattern: What is …going todo
…is going to…
Listen and repeat after the tape.
Ss give a report about the dialogue according to the chart.
Ask questions about the conversation:
When is Sandy’s party
Why does Sandy want to borrow some money from mom
Who is going to the store
What is Sally going to use at the party
How should she use it
When is Dave coming
Explain and practice the following:
Invite sb to sth
Borrow vs lend vs keep
What for= why.
Be careful with sth
Worry vs worrying vs worried
Want sb to do sth
Step Ⅶ 2c
You are having a party. Ask your partner for help. Talk about these things: Tell students they will be working with a partner.
Point out the sample conversation. Ask two students to read it to the class.
Then point to the phrases in the box. Use these phrases to make a conversation.
First one student has the party and asks for help. Then the partners change places.
Now work with a partner. Ask each other/or help with your party.
Have students work in pairs.
After a few minutes, ask several different pairs of students to say questions and answers to the class.
Correct any incorrect questions or answers.
Step Ⅷ Activity
What Was the Question
Write the following answers on the board:
1．Sorry, I can't. My back aches.
2．Yes, sure. I'll do it right away.
3．No, you can't. You have school tomorrow.
4．Of course. I don't need the car tonight.
5．Sorry, but I need it now.
6．Sure. But you have to be home by 10:00.
Divide the class into two or more teams.
See which team can be the first to write a correct question for each answer.
Check the answers by having the teams read their questions to the rest of the class.
Step Ⅸ Summary
Today we have learned the target language about making polite requests and asking for permission. Housework is big work to do. From the activities we know this very clearly. So we know our parents are not easy. They are so great.
Step Ⅹ Homework
Practise the Activity 2c. Practice listening.
Make sentences
Write a passage: Plans for my party
Preview page 69/70
Step Ⅺ Blackboard design
Unit 11 Could you please clean your room
Sorry, I can't. My back aches.
Yes, sure. I'll do it right away.
No, you can't.
Of course.
Invite sb to sth
Borrow vs lend vs keep
What for= why.
Be careful with sth
Worry vs worrying vs worried
Want sb to do sth
Postteaching:
Ss can’t use English to talk about the topic freely.
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
Key vocabulary.
Target language.
Writing practice.
2．Ability Objects
Writing skill.
Cooperating skill.
3．Moral Object
Be polite is the best key to the door to the treasure.
Ⅱ．Teaching Key Points
1．Key vocabulary
take care of, feed, play with
2．Target language
Could you please do these things every day Could you help me sweep the floor Could you help me clean the living room
We need more drinks and snacks. Could you buy some I'm sorry, but I don't have any money.
Ⅲ．Teaching Difficulty
Target language.
Ⅳ．Teaching Methods
Writing method.
Reading method.
Ⅴ．Teaching Aids
A tape player.
A projector.
A computer with the Microsoft Outlook or Outlook express.
Ⅵ．Teaching Procedures
Step Ⅰ Greet the class as usual and check the homework.
How do you play with computer Have you talked with a friend by computer Today we will learn how to write an e-mail to our friends.
Step Ⅱ
Introduction and new words learning:
Today we will continue to learn asking for permission. When you want to do something you have to ask somebody for that before you do. But this class we will tell by e-mail. Whenever you want to do, and wherever you make a request. Now let's learn the new words first.
Show the words on the screen. Point to them and lead the students to learn them. Explain the meaning or usages of them if necessary. Tell them that these are words or expression used often in daily life.
take care of 照看；照顾
feed v. (fed, fed) 给予食物；喂
play with 与……玩耍
Step Ⅲ 3a
Read the e-mail message. Which things are about exercise cleaning food Complete the chart below.
Point to the heading exercise in the chart. Do the same for the headings cleaning and food. Ask students to read the letter on their own. Then read the instructions and point out the sample answer. Take him for a walk is under the heading exercise because talking a dog for a walk is part of its exercise.
Show students the sample of e-mail prepared in the computer. To let them understand what an e-mail is and how it works.
Ask students to complete the chart on their own.
Correct the answers.
Answers:
exercise: Take him for a walk. Play with him.
cleaning: Then wash his bowl. Don't forget to clean his bed.
food: Give him water and feed him.
Step Ⅳ 3b
Sandy wants Dave to help her with her party. Complete this e-mail message from Sandy to Dave. Look at the chart in Activity 2h for ideas.
Ask a student to read the beginning of the e-mail message. Say, Now finish the message. You can get ideas about things to write from Activities 1 and 2 on page 76. Ask some students to read their messages to the class. Ask class members to comment on and correct each other's messages.
Step Ⅴ 3c
Imagine you are going to move to a new house. Write an e-mail message to a friend and ask him or her for help.
Point out the sample e-mail and ask a student to read it to the class.
Ask students to say some other things they might need help with.
Ask students to finish their e-mail messages on their own.
Ask some students to read their messages to the class.
Step Ⅵ 4. Groupwork
Work in groups of three — Student A, look at page 94. Student B, look at page 95. Student C, look at page 96.
Point out the sample conversation. Ask three students to read it to the class. Say, You will work in groups of three. Each of you will use different information on a different page of the book. Make a conversation about having a party.
Help the students divide into groups of three. Then have the group members decide who is student A, student B, and student C. Have the student A in each group look at page 94. Student B looks at page 95. Student C looks at page 96.
Have one group of students read the sample semple sentences again. Say, Now read your own information. Then have a conversation like this one with the other students in your group.
Ask several groups to say their conversations to the class.
Material for role play: page 94 : student A you are having a party and you need more drinks and snacks.
You can't leave the house, because you are waiting for your friends to come.
You don't have any money.
Ask students B and C for help.
page 95 : student B
You are at student A's house, helping to prepare for a party.
You want to clean the living room.
You have a bike. but you don't have any money.
Ask students A and C for help.
page 96: student C
You are at student A's house, helping to prepare for a party.
You want to take out the trash, but you can't because you have a sore arm.
You have some money, but you don't have a hike.
Ask students A and B for help.
Step Ⅶ Summary
This class we have learned to write to out friends to do something by e-mail. Like say, ask Nancy to take care of dog, ask Dave to the party. We have to write with a way of polite. Be polite is the best key to the door to the treasure. Never forget the key when yu ask people to do something.
Step Ⅷ Homework
Write a e-mail to your friend to ask him to do something for you.
Step Ⅸ Blackboard design
Unit 11 Could you please clean your room
Could you buy some ice for the party
Target language
Could you help me put the coats in the bedroom
Write an e-mail message
The Sixth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
Key vocabulary.
Target language.
Writing practice.
2．Ability Objects
Writing skill.
Self-evaluating.
3．Moral Object
Never ask more than God can give.
Ⅱ．Teaching Key Points
1．Key vocabulary
weren't, favor, goldfish
2．Target language
Could you sweep the floor Okay. Could you take out the trash Sure. Could you move the chairs No, I can't.
Ⅲ．Teaching Difficulty
Target language.
Ⅳ．Teaching Methods
Writing method.
Reading method.
Self-evaluating.
Ⅴ．Teaching Aid
A projector.
Ⅵ．Teaching procedures
Step Ⅰ Greet the class as usual and check the homework.
Step Ⅱ Introduction and new words learning:
This class we will do some exercises to review the language we have learned. We also want to write a message to ask our friend to take care of our house when we leave for a vacation. Now let's learn the new words first.
Show the words on the screen. Point to them and lead the students to learn them. Explain the meaning or usages of them if necessary. Tell them that these are words or expression used often in daily life.
weren't=were not
favor n. 恩惠；善意的行为
goldfish n. 金鱼
Step Ⅲ Self Check 1
Fill in the blanks with the words given.
Then make your own sentences with the words.
Ask students to fill in the blanks on their own. In some cases, students may need to use another from of the word, for example adjusting for tense or subject/verb agreement. Tell them that they can find all the words in the preceding unit.
Check the answers.
Ask 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 mistakes and ask student to suggest how to correct the mistake.
Answers:
1．Ihate doing the dishes. It's so boring.
2．I'm going to work on my English project and then meet my friends.
3．My mom gets really angry when I forget to clean my room.
4．Can I use your dictionary, please Mine is at home.
5．Could you take care of my cat when I'm on vacation
Step Ⅳ 2
You and your parents are going on vacation. Leave a message for your best friend, Li Ming. Ask him to help you take care of your house.
Ask a student to read the example beginning of the message. Read the instruction to the class. Say, Think of other things that you want your best friend to do. Write them in the message.
Encourage students to review what we have learned about the target language in this unit in the past lessons.
Step Ⅴ Just for Fun!
Ask a student to read the three requests to the class.
Ask another student to say why the boy finally got mad (means angry) . (Because the boy was asked to do the chores too often and too much.)
Step Ⅵ Exercises on Workbook
Section B
4．Unscramble the questions. Then write each question in front of the correct answer.
a. some money could I borrow please
b. trash could take out please the you
c. you could aunt call please your
d. subway please I could take the
e. please fold you your could clothes
f. turn up please I music could the
1．________________ Sorry, I can't. It's too heavy.
2．________________ Sorry, I can't. I don't know her number.
3．Could I please borrow some money No, you can't. I don't have any.
4．________________ Yes, sure. I'll do my homework later.
5．________________ No, you can't. It's too dangerous.
6．________________ Yes, sure. I love this song.
5．Read the plete the crossword puzzle.
A: Hey, Mom. Can I (3 down) some friends to the party Sunday afternoon
B: Sure, you can. But you have to do some (1 down) first.
A: What do I have to do
B: Well, first you could sweep the kitchen (2 down) .
A : OK. Then what
B: Then you could take out the (4 down) .
A: Yeah, I can do that.
B: And you need to do your (5 across) and clean your room.
A: Wow! I'm going to be too tired to go to my own party!
B: I'll help you. I'll go to the (6 across) for drinks and snacks.
A: Thanks, Mom!
6．Read the article. Then answer the questions using short answers.
Family Chores
This is part three in our series of stories about family life. We interviewed two students, Josh Franklin and Alice Gomez, about their weekend chores. They told us about the chores they did last weekend.
On Saturday morning, Josh had two big chores to do. He didn't like washing the clothes, but he enjoyed cleaning out the garage. “I listened to the radio and sang my favorite songs while I worked,” he said.
Alice had to go to the store and buy food for the family on Saturday morning. Her mother usually goes with her, but this time she went alone. “I liked shopping for food. I bought thing's I like to eat and my parents paid for it. ”
Josh and Alice both liked helping with their parents' yard sales. “I liked talking to all the people,” said Josh. Alice said, “My parents gave me part of the money. Now I can buy anything I want. ”
1．Did Josh have chores to do Yes, he did.
2．Did he talk on the phone while he worked ________________
3．Did Alice buy food for her family ________________
4．Did Alice go shopping with her mother ________________
5．Did Josh like. helping with the yard sale ________________
What chores did you do last weekend
Which ones did you like Which ones did you dislike Use some of the words in the Self Check and Vocab-Builder in your student book.
Answers:
Section B
4．1．b 2．c 3．a 4．e 5．d 6．f
a. Could I please borrow some money
b. Could you please take out the trash
c. Could you please call your aunt
d. Could I please take the subway
e. Could you please fold your clothes
f. Could I please turn up the music
5．DOWN: 1．chores 2．floor 3．invite 4．trash
ACROSS: 5．laundry 6．store
6．2．No, he didn't 3．Yes, she did.
4．No, she didn't 5．Yes, he did.
7．Answers will vary.
Step Ⅶ Summary
This class we have done some exercises to review the language in the unit. We also practised writing a message. From the Just for fun we know Never ask more than God can give. Don't ask for too many and too much.
Step Ⅷ Homework
Review the unit to summary what we have learned around the target language.
Step Ⅸ Blackboard design
Unit 11 Could you please clean your room
Students' answers:
Self check