Unit 3 Could you please clean your room? 大单元整体教学设计（6课时）

中小学教育资源及组卷应用平台
Unit3 Could you please clean your room
大单元教学设计
　　一、教材及单元教学内容分析：
　　本单元主题将焦点聚集在家庭生活上，谈论家务琐事及家庭互助。本单元有三个部分：Section A、Section 和Self Check。本课时的学习点为“研究探讨,初步领会”Could you please... 的用法，目的在于发挥学生的积极性、主动性，让学生主动学习，主动探究，主动获取知识，主动运用英语进行交流。这个学习点，是根据八年级学生求知欲望旺盛，思维活跃的心理特点，以及新课标的要求而确定的。通过学生学习有关家务劳动的短语，并且提出礼貌请求，不仅有利于学生学习相关英语语言知识，提高学生学习英语的兴趣，更有利于他们思想品质的提升，更有利于他们的终身发展。
　　二、学情分析：
　　班级中学层次不齐，虽然有尖子生，中等生及中等偏下学生是全班学生的主力军，差生比例占全班比例在30%以上。因此当前要下大力气培养尖子生，树立榜样作用。重视中游潜能生，调动他们的积极性，不仅教会他们知识，更要提高他们的学习能力。带动后进生，减少差生，善于发现他们身上的闪光点，予以表扬，增强其自信心，鼓励他们在原有的基础上不断进步。
　　三、教学重点和难点：
　　根据本单元的教学目标，学习重点并结合学生的学习、生活实际，研究教学的重点为学习有关家务劳动的词组以及目标语言Could you please... 的运用，难点为学生的听力、口语操练，以及目标语言有关礼貌请求的熟练运用。本单元，我力图通过幻灯片展示、播放音乐和视频、开展游戏等学生喜好的形式，突破重难点。
　　四、教学方法与策略：
　　1、任务型教学法及情境教学法；
　　2、角色表演法.
3.小组合作法.
4.小组讨论法.
　　五、教学过程：
　　单元整体教学中的“听”的活动设计：
1、听前准备：引导学生观察听力活动内的插图，识别人物及对话地点。
　　2、教师提问明确听力任务，并帮助学生扫清语言障碍。
　　3、播放第一遍录音，初步判断所需信息。
4、播放第二遍听力，完善听力信息。
5、学生结伴，仿照听力示范展开会话活动。
　　单元整体教学中的“说”的活动设计
　　1、设置合作活动，使学生能熟练运用目标语言完成任务，培养合作意识，让他们用目标语言交流讨论。
　　2、访谈环节自由开放，学生不仅学会使用本课时所学的相关短语，还创造性使用“再生性”短语以及相关知识同时，经过情感渗透，学生学会感恩劳作的父母甚至更多需要感恩的人，情感得到升华。
　　单元整体教学中的“读”的活动设计
　　1、读前预测：教师呈现课文配图，引导学生根据图画内容讨论并尝试回答问题；
　　2、读中活动：先让学生快速阅读课文，获取读前问题的答案，师生核对、明确答案，教师讲授速读方法；
　　3、读中活动：让学生细读课文，寻找答案，理解细节；
　　4、读后活动：学生朗读课文，教师纠正学生语音语调上的不足。还可引导学生对文章深层内容的理解及猜测，发展学生的思维。
　　单元整体教学中的“写”的活动设计
开放作业，延伸资源设置一个开放性家庭作业，有效利用课外英语学习资源，进而提高学生学习英语的兴趣。
第一课时Section A (1a-2c)
Teaching aims
Knowledge and skills
1. Make students read, listen, and write these words:rubbish; fold; sweep(swept); floor.
2. Make students use these phrases correctly：do the dishes; take out the rubbish,fold your clothes，sweep the floor，make your bed，clean the living room.
3. Let students grasp these sentences.
（1) —Could you please sweep the floor —Yes, sure.
（2) —Could I use your computer？
—Sorry，I`m going to work on it now。
—Yes， you can,but first you have to clean your room.
4. Let students learn to make polite requests and answers.
Process and method
Student-centered task-based teaching using brainstorming divergent thinking energy contact group discussion ，group competition，role playing and other activities，so that students can participate in the whole classroom learning process.
Emotional attitude and values
Develop students`good habit of sharing housework for their parents.
Difficulties and key points
1.Make polite requests and answers .
2.Use“Could I/you please... ”correctly.
Teaching methods
Situational teaching approach.
Question and answer method.
Discussion method.
4.Role performance method.
Teaching procedures
Step Ⅰ Warming up
Greeting the students.
Play a video and ask students to answer the question.
What does the boy do in the video
(设计意图：活跃气氛，激发学生学习英语的兴趣，让学生开心的进入英语课堂，设置回答问题是为了培养学生的注意力。)
Ask students to say.（ Clean the room, do the dishes，etc.）
Step Ⅱ Presentation
Learn new words and phrases.
1.Show more pictures on the screen about doing the chores. Let the students guess what chores it is.( do the dishes, sweep the floor, take out the rubbish, make your bed, fold your clothes, clean the living room，etc.)
2. Discuss.
Do you usually do these chores at home on Sundays
3. Play a game.
Asked two students to compete. Who can touch more phases they have learned in this class.？
（设计意图:复习前面的内容，引出本节课的生词，达到温故而知新的效果；领读与重复，使学生有足够的输入，以便在下一步顺利输出。设计游戏环节,引入竞争机制,巩固词组,能更好的记忆理解，使英语课堂富有生机与活力。）
Step Ⅲ Practice the conversation .
1.Tell students：“ I don`t like sweeping the floor. could you please sweep the floor ” Guide students answer the questions and give more situations.
- Could you please sweep the floor
_ Yes, Sure./ Certainly. /All right. /No problem./ Of course.
_ Sorry, I can’t I have to...
The teacher asks and the students answer.
Students work in pairs. Ask whether he /she like doing some chores if not, ask another people for help.
A game big turn table.
Help students to make polite requests by using target language.“ Could you please... ”
（设计意图：使学生全身心地投入到学习活动中去，这一环节由短语适当的扩展到常用的句型中来，将二者有机的结合起来，真正做到了英语语言学习的词不离句的认知规律。）
Step Ⅳ Listening practice.
Listen to 1 b, 2 a, and 2 b.
Chat the answers.
Ask students to role play the conversation. One is sister and the other is brother.
（设计意图：灵活运用教材，简单的听力入门训练，调节学生的学习情绪，增加他们精力练习信心训练，学生的听选信息的能力，先听后说，感知语音创设情境；营造一个轻松的学习氛围，激发学生的学习兴趣。）
Step Ⅴ Group work.
1.Make up different conversations by themselves between Peter and his father about doing the chores using the patterns：
Could you /I...
Yes/sure. I/ you can.
Sorry, I/ you can’t. I / you have to do...
2.Group show.
Ask some groups to act the conversation. Praise the good display group.
(设计意图:让学生分小组进行对话练习，给他们更多的说的机会，加强学生的合作与交流，培养学生自主学习的积极性。小组展示交流成果并对优秀的小组提出表扬。及时对学生的学习成果进行评价,让学生能感受到成功的喜悦。)
Step Ⅵ Summary
Ask student to write the words, phrases and sentences they have
learned in this class.
Then ask some students to say in front of the class.
(设计意图:及时复习巩固本节课所学的内容,有助于学生进一步强化识记，提升学习效果。)
StepⅦ Homework.
Group A: How to be a better boy or a better girl Write an article about your plan of next weekend. What chores are you going to do to help your parents
Group B: Make two conversations using Could I... could you....
Group C: Remember the important words and phrases.
（设计意图:写下自己的周末计划，要帮助爸爸妈妈做什么家务。在学习中学生受到爱的教育。学会爱父母，爱家庭，爱劳动，并且复习已学的句型，I am going to do....）
｛｝ Blackboard design
Unit 3 could you please clean your room
Section a 1a- 2c
(
) do the dishes
fold your clothes
- Could I you please sweep the floor
take out the rubbish
clean the living room
- Yes, Sure./ Certainly. /All right. /No problem./ Of course.
- Sorry, I can’t. I have to...
教学反思
本课采用了任务型教学，学生在参与，体验，合作中学习了日常生活活动安排的交际用语。教师应该多鼓励学生说不要随意打断，对内向后进的学生以鼓励为主。
第二课时 Section A (2d ,Grammar focus-4c)
Teaching aims
Knowledge and skills
Make students read, listen and write these words:mess，lend（lent），finger，hate，chore，while.
2. Make students use these phrases correctly： go out for dinner， Hang out with friends， pass me the salt， cut my finger， get it wet，do chores, bring a tent, help out,be back, any minute now.
3.The grammar: how to use “could”.Make polite requests and ask for permission.
Process and method
Student-centered task- based teaching,through student- centered cooperation groups,inter- group competition cooperation,review and consolidate the target language.
Emotional attitude and value
Help students learn how to make polite requests and ask for permission with the target language.
Difficulties and key points
1.Act the conversation.
2.To grasp how to use could.
Teaching methods
Task based teaching method.
Group cooperative approach.
Group discussion method,
Teaching procedures
StepⅠRevision
Teachers shows the Chinese and ask students to speak English.
StepⅡLeading in
Who does the housework in your home Do you often help your mother with the housework This class we will learn about who does the housework in Tony’s family.
（设计意图：以学生是否在家做家务导入新课，贴近生活，容易激发学生学习的兴趣。）
Step Ⅲ New words
Guide students to read new words through learning fanatic symbols.
1.borrow v.借,借用 borrow sth from sb.
2.lend v.(lent)借给,借出 lend sth to sb = lend sb sth.
3.fingers n.手指
4.hate v.厌恶，讨厌 hate doing/to do something.
5.chores n.杂务，乏味无聊的工作
6.While conj.与...同时;当...的时候;而;然而。
Read the new words and students follow.
Ask students to read the new words one by one.
（设计意图：通过音标教学，引导学生反复读单词,学会自学，这样可以为学生的终身学习奠定基础。）
Step Ⅳ Presentation 2d
1.Let students look at the picture and predict the conversation content.
Tony and his sister are at home. They have to do some chores because their mom will be back.
2.Read the conversation individually and answer the questions.
⑴ Who are the speakers in the conversation
They are_____ and_____ .
⑵ What does Tony`s sister want him to do
Tony`s sister wants him to___________and________.
⑶ How does Tony’s mother feel about when she sees this mess
She won’t______ when she sees this month.
3.Play the recording. Ask students to listen and repeat,then pay more attention to the pronunciation and intonation.
4.Ask students to read the conversation in pairs and find out some useful expressions and languages points. Then talk about the useful expressions and language points in groups.
5.Ask some pairs to act the conversation in front of the class .
（设计意图：以学生为中心设置教学任务。让学生在读中完成任务。让学生分小组进行对话练习，给他们更多说的机会。加强学生的合作与交流，培养学生自主学习的积极性。）
Leaning grammar focus
1.knowledge by translation
T:Boys and girls，discuss in groups of four, then fill in the blanks.
2.Ask students to read grammar focus and complete the sentences.
⑴ 我可以和朋友出去吃晚餐吗？
Could I____________ with my friends.
⑵请你遛狗好吗？ Could you please_______________
⑶请你把垃圾倒掉好吗？ Could you please____________
⑷你明天要参加篮球比赛。 You__________________ tomorrow.
（设计意图：通过学生读翻译句子并对学习效果进行当堂检测。使学生不断体验到学习的进步和成就感。）
4a and 4b
1.Ask students to finish 4a and 4b. Then check the answers.
2. Ask students to practice the conversation in pairs.
3. Ask students to make a list of chores they do at home.
4.Ask some students to present in front of the class.
（设计意图：这部分主要通过对话训练和发散性思维来复习礼貌地提出请求和征求许可的句型。让学生列出自己在家做的家务名称，更好的内化语言知识，进一步提升学习效果。）
Step Ⅴ Make a survey
Ask one student to interview others about doing chores. Then make a list in a group. Next show the result in front of class.（设计意图：设计小记者问采访活动。进一步培养学生的英语表达能力和自信心，使学生对做家务有正确的认识。 ）
Step Ⅵ Exercises
完成句子。
1. 我经常晚饭后帮妈妈洗碗。I often help my mother________ .
2. 每天起床后我要整理自己的床铺。
After I get up every day,_____________.
3. 我不能和你一起去，我得擦地板。
I can’t go out with you. I have to_________________ .
4.你自己叠衣服吗？ Do you _________by yourself
5.My mother asks me not to____________ at night.
（设计意图：即学即练，检测学习效果。巩固所学知识。）
Step Ⅵ Summary
（设计意图：总结本节课所学内容，使知识再现，使同学们养成总结的好习惯。）
StepⅦ Homework
Group A: Express it and record a video while doing the housework.
Group B: Draw a mind map of words，phrases，and sentences in this class.
Group C: Read and recite all the phrases of doing chores（设计意图：首先作业分层满足了不同层次学生的学习需求。边录视频边表达自己做家务，提升了同学们的口语表达能力和学习英语的自信心。）
教学反思
通过听说训练学生能用英语有礼貌的提出请求许可。使用角色表演环节，声情并茂，有利于学生对所学语言知识的有效输出。让学生以小组合作的方式参与探究，练习达程度较高。
不足之处：后进生积极性不高，被动地参与小组合作，今后要进一步落实分层教学，多关注并鼓励后进生，使其取得进步。
第三课时Section A (3a-3c )
Teaching aims:
Knowledge and skills
1.Words and expressions: throw, neither, shirt, all the time, as soon as.
2. Sentences:
1). He wanted a walk, but I was too tired. I threw down my bag and I went to the living room.
2). “No!” she replied angrily. “you watch TV all the time and never help out around the house!
3). “well, I work all day at school, too! I’m just as tired as you are!” I shouted back.
3.Ability object:
1).Make polite requests and ask for permission.
2). improve speaking and reading skills.
Process and method
Emotional attitude and values
Learn to be polite, love doing housework and make requests and ask for permission politely.
Teaching Important points :
Words and expressions, and sentences:
Make polite requests and ask for permission.
Teaching difficult points:
Make polite requests and ask for permission.
Teaching procedures:
Step 1 Lead in.
1.Watch a video.
Do you often do chores at home
What kind of chores do you often do
（设计意图：通过视频的方式，能够贴近学生生活，激活背景知识，调动学生的积极性，激发学生的求知欲和兴趣，引出话题，创设情境，活跃课堂气氛。）
Step 2 Reading
1. Look at the picture and answer :
Does Nancy often do any housework
（设计意图：利用问题导向，激发学生思考，集中学生注意力。）
2. Read the passage carefully and answer.
How does Nancy’s and her mother’s feelings change
3.Pair work (Read the passage and role-play conversation.)
(设计意图：模仿对话理解文意讨论故事后续情节，为情感升华做铺垫重读文章感悟文章的内涵深意情感态度价值观的教育。)
4. Read the passage and answer the following questions.
①Why was Nancy’s mom angry with Nancy
②Did they solve the problem How
③Can you infer what Nancy’s mother will feel
（设计意图:通过角色扮演，让学生体会到父母的辛苦，鼓励学生养成好的生活习惯，帮助父母做家务，学会关心和体谅父母。）
5. What do you learn from the message
We need to share the housework to have a clean and comfortable home .
Can you infer what Nancy will do at home
Step 3 Work on 3b.
Read the story again and read the sentences below. Underline the sentences from the reading that mean the same thing.
1. Neither of us did any housework for a week.
2. My mom came over as soon as I sat down in front of the TV.
3. You’re tired, but I’m tired, too.
Step 4 Work on 3c.
Decide whether the underlined words in the sentences are verbs or nouns. Then write another sentence using the underlined word in the other form.
1.Could you take the dog for a walk (noun)
2. Could I watch one show first
3. I can’t work all day.
4. You watch TV all the time.
5. “What happened ” she asked in surprise.
Step 5 Homework.
Blackboard design:
Unit 3 Could you please clean your room
Section A 3a-3b
1.The minute..... 刚....就....
2.As + adj. / adv. + as 和....一样
3.neither / nor + be / 情态动词 /助动词 + 主语 两者都不（表否定）
4.Could you please ...
5.Could I....
教学反思:本节课是阅读课，采用了任务型教学模式，让学生以小组合作的方式参与，探究，练习，达成度较高，但教师应多关注后进生，不要让他们被动的参与小组活动。
第四课时Section B（1a–1e）
Teaching aims:
Knowledge and skills
1.Key words:snack, invite...to a party, borrow some money, buy some drinks and snacks, go to the store, clean one’s room, use one’s CD player, be careful with..., move to the bedroom, clean the living room.
2.Key sentences:
a. -Could you clean your room -Yes, I can.
b. -Could I invite my friends to a party -No, you can’t have a party.
c. -Could you please... -Yes, sure. / Sorry, I can’t
3.Ability Objects
(1) Be able to understand the passage and learn to make a polite request and ask for permission.
(2)Teach students to talk with people in a polite and proper way. Process and method
Emotional attitude and values
Educate students to love their parents and help parents to do the housework.
Teaching Key Points
1.Learn to make polite requests and ask for permission.
2. Help students learn how to make polite requests and ask for permission with the target language.
Teaching Difficult Points
Be able to use the structures,“Could you please... ”and “Could I... ”.
Teaching procedures:
Step 1 Lead in (Revision)
Talk with students about the fairy tale Cinderella.Then lead the questions:
Do your parents ask you to do some chores
Do you often ask for your parents' permission
（设计意图：以灰姑娘的剧情贯穿整节，内容完整，有吸引力。）
Step 2 Presentation
1.Let the students read 1a and then finish 1a , self check 1.
2.Check the phases.
3.Let students know what they should do in this part. Some of these things only parents usually ask and some of them only teenagers usually ask. Remind the students to write “parents” after each item parents ask teenagers to do, and write “teenagers” after each item teenagers ask their parents to do.
4.Teach activity 1b (Pair work)
（设计意图：This activity provides guided oral practice using the target language.）
Then make their own conversations by using the phrases in 1a with their partners. Give them some minutes, and then ask some pairs to present their own conversations in front of class.
（设计意图：让孩子们投身课堂与活动中，能体会母亲在家的不容易。）
Step 3 Listening
1.Work on 1c.
Play the tape of 1c. Listen and check (√ ) the things in activity 1a that you hear.
b. Read the phrases you hear in 1a.
2. Work on 1d.
a. Listen and fill in the chart.
b. Write down what Sandy’s mom, Sandy and Dave are going to do.
c. Read the sentences.
（Imitation:Play the recording sentence by sentence, ask students to repeat.）
d.Role-play the conversation.
(设计意图：朗读听力原文，加深学生对目标词汇及听力原文的理解。)
Step 4 Consolidation
Tell students they will work in group. First, one student has the party and ask for help to do chores. He or she can ask more than one students for help.
After a few minutes, ask several group to speak out questions and answers to the class.
（设计意图：让学生参与到课堂中，把生活搬进课堂中，孩子兴趣高。）
Step 5 Summary and homework
In this period, we have mainly done some listening and speaking practice to consolidate the target language. Through the practice, we also developed our listening and speaking skills.
Blackboard design:
Unit 3 Could you please clean your room
Section B (1a-1e)
1. invite...to a party, borrow some money, buy some drinks and snacks, go to the store, clean one’s room, use one’s CD player, be careful with..., move to the bedroom, clean the living room.
2. a. -Could you ...
b. -Could I ...
教学反思：
1.本节课训练听说，有讨论，有表演，最大限度地让学生参与话题，接近学生生活实际，为学生综合表达提供了丰富的素材。
2.强调听力过程中较难1d，需要书写的较多，是听力中比较难的类型。教师要讲授一些技巧，所以课堂上应注意学法指导。
第五课时Section B(2a-2e)
一 . Teaching aims
1. Knowledge and skills
　 （一）. Knowledge goals
　　 (1) Master and flexibly use the key words of this lesson depend. Develop since neighbor. ill. drop.(independence fairness)
　　 (2)Ability to communicate with the following
　 There's no need for…to …， Don't mind doing…，It's not enough to …，The earlier…the better…
　　（二）. Skill goals
Through the training of reading skills, students can improve the two reading skills of skimming and spiritual reading, read the article, and whether they should do housework, express their views, and skillfully use important sentence patterns.
2. Process and methods
Take the students' group learning as the center, using brainstorming, speculation, skimming reading, reading group cooperation and other activities, let students participate in the whole class learning process, and express their views on the topic of whether students should do housework.
3. Emotional attitude and values
　 　Students can clarify the benefits of doing housework, and are willing to take
　　 responsibility and share the housework.
二. Teaching key points and difficult points
　　1.Teaching focus
　　（1）. Students can read the letters about whether teenagers should do housework at home, and find out the positive and negative sentences
　　respectively.
　　（2）. Be skilled in making important phrases and sentence
　　patterns in the text.
　　（3）. Be able to express your opinions on the contents of the letter.
　　2.Teaching difficulties
　　Students should express their views on whether they should do housework.
三. Teaching methods
　　1. activate whether students should do housework before reading.
　　2. Cultivate students' ability to capture the information points of articles through skimming and reading.
　　3. After reading, cultivate students' ability to use vocabulary through group discussion and expressing their views and other activities.
四. Learning methods
　　 Brainstorm, skimming, and searching.
五. Teaching procedures
Step Ⅰ Greeting
　　T: Good morning, class!
　　Ss: Good morning ,teacher!
Step Ⅱ Leading in
　　What do you often do to help your parents at home Do you think kids should help out with chores at home
　　Discuss the questions with your partner.
　　Parents have different ideas about it. Let's see what they think about it.
　　（设计意图：通过让学生谈论做家务的问题，来调动积极性，激发阅读欲望。）
Step Ⅲ Presentation
Present new words and expressions.
Let the students read the words　　②Write out the Chinese meanings of the words:
　　stress waste ，in order to provide，anyway depend，　depend on ， develop
fairness ，since，neighbor ， ill，drop independence，　independent ， take care of
（设计意图： 通过呈现图片的形式，让学生学习新单词和短语,在有效时间内迅速掌握,并能陈述简单的句子,为后面的阅读打下基础）
Step Ⅳ Reading
Pre-reading
　　Have students discuss the questions in 2a in group sand write down their opinions.
Ask each group to report their results. Then have students read the passage and see which opinion is the same as theirs or different from theirs.
（设计意图：通过让学生小组合作讨论做家务的问题，来一个阅读前的热身，调动学生的积极性，增强文章的趣味性，激发学生的合作意识。）
While-reading
　　1 Skimming
　　(1). Make a brief explanation to 2b and ask students to skim the two letters and find out which one agrees and which one disagrees.
　　(2). Remind students to read the tip on the right top of the first letter and make sure they know how to skim a passage.
(3). Collect answers and check them as a whole class. It's better for students to find out the supporting sentences.
（设计意图：通过Skimming的阅读方法，提高学生捕捉文章信息点的能力，增强他们敏锐的观察能力。）
2 Scanning
　　(1). Present the following new words and encourage them to infer the meanings in context and then match the word on the left with their meanings on the right.
　　(2). Remind students to delete one item after they find a match because it's an efficient way to finish the task. Pay more attention to the context. For example, we can infer the meaning of the expression “depend on”based on the sentences “They’re always asking ‘Could you get this for me ’or ‘Could you help me with that ’”
　　(3). Check answers as a whole class. Praise the students who did a good job.
　 (4). Students repeat after the teacher and make sure they have a good comprehension and pronounce them correctly.
　　(5). Ask students to read the letters again and find out the pros and cons about kids doing chores and finish the table in 2c.
Doing chores helps to develop students' independence. Housework is a waste of Children's time.
（设计意图：运用scanning的阅读技巧，掌握文章的细节信息；借助上下文语境，猜测和理解重点词汇；将词汇分散到各段进行匹配，降低了难度,激发学生的好胜心和团队精神，并活跃课堂氛围。)
　　Post-reading
　　1. Ask students to fill in the blanks with new words and expressions.
　　Mr. Smith thinks kids do chores at home. He believes that kids have already enough from school and doing chores is a waste of time. It's better for them to more time on schoolwork get good points and get into a good university. He also thinks parents' job with a comfortable environment at home. In addition, he does not doing chores like other parents.
　　Ms. Miller thinks kids do housework. Children always ask their parents to do this or that. She believes that doing chores helps develop students' and teaches them how to themselves. It's for them to do their parts because they are members of the family. Take her neighbor's son as a example. During his first year of college, he often fell ill and his grades because he did not know how to himself. So Ms. Miller thinks the kids learn to be independent, the better it is for their future.
　　2. Invite a student with medium level to report answers and we check them as a whole class.
　　3. Ask students to work in groups and make sentences with each phrase from the letters in 2d.
　　4. Praise students if they come up with imaginative ideas.
　　5. Ask students to work in pairs and discuss the questions:
　　Which letter do you agree with Why
　　Which would you say to the person who wrote the letter you don't agree with
(Provide the following key words, phrases or drills for them to refer to and encourage them to express their opinions in a coherent and organized way.)
（设计意图：通过辩论活动,甲方：学生不该做家务,乙方：学生应该做适当的家务,展开激烈的辩论,同时锻炼孩子语言组织能力和表达能力，真正做到了学生自主学习和合作学习的相结合。）
Step Ⅴ Writing
Have students read and write the sentence patterns given some discussion result. The teacher walks around them some help if they need. Have students write down their letters .
（设计意图：通过小练笔,让学生意识到作为中学生，我们应适当做一些家务,学会分享家务，爱家人,对学生有一个正确的思想观引导,同时提高语言的组织能力与文章的构思能力）
StepⅥ Summary　　
In this class, we've learned two letters. It tells us different opinions .But we know doing chores is big work. We should help them with housework.
（设计意图：引导学生学会自我小结，提高他们的总结能力，引导学生适当做一些家务，培养他们正确的思想观。）
Step Ⅶ Homework　　
Level 1:Finish 2d. Write one sentence with each phrases.
Level 2:Interview your friends, your teachers or your parents about their opinions about kids doing chores and take notes.
Level 3:Read the letters carefully and surf the Internet, try to find out more reasons to support your idea, then write a letter to the person that you don’t agree with.
（设计意图：按水平程度完成作业，做到分层教学，分层作业布置，体现了因材施教的理念。)
Blackboard Design
Unit 3 Could you please clean your room
Section B(2a-2e)
　　New words and expressions:
stress,waste,inorderto,provide,anyway,depend,depenon,develop,fairness,since,neighbor,result,ill,drop,indepen(ence,independent,take care of, a waste of time
　　there's no need for... to
　　don't mind
　　spend time on
　　in order to
　　it's not enough to
　　the earlier … the better …
教学反思:
本节课主要是阅读方法的培养。文中叙述了孩子参加家务劳动的不同观点，首先运用skim的阅读方法引导学生快速阅读找到他们的主要观点；其次运用scan的阅读方法帮助学生理解文章的重要短语，用它们造句，并完成各个任务，通过阅读方法的培养，可以帮助学生快速高效地理解课文。
教学中通过阅读和小组讨论，理清自己对做家务的看法，然后参与课堂辩论。由于辩论内容与学生生活密切相关，生活气息浓厚，学生参与的积极性很高，由此辩论活动是本节课的一大亮点。同时很好地锻炼了孩子语言组织能力和表达能力，真正做到了学生自主学习和合作学习的相结合。但是课堂上再稍微注重时间的把控，效果会更好。
第六课时Writing
Teaching Aims
1. Knowledge Objects
(1.)Key Vocabulary: take out the rubbish ,make the bed ,do the dishes ,take care of,depend on, in order to , fairness, s,fair, do chores,, take care of, develop their independence.share the housework.
(2.)Target Language:
1.It's everyone's duty to do housework做家务是每个人的职责。
2I disagree that little children shouldn't do chores.我不同意小孩不应该做家务的看法。
3.I don't mind doing the dishes every day我不介意每天洗碗碟。
4.It's not enough for students to just get good grades in school学生仅仅在学校取得好成绩是不够的。
5.Doing chores helps to develop children’s independence and teaches them how to look after themselves. 做家务帮助培养孩子们的独立性，并且教他们如何照顾他们自己。
2. Ability Objects
(1) Able to skillfully use vocabulary and key sentence patterns to make sentences.
(2) Enable students to express the importance of doing chores and write an article..
3. Moral Objects
Let students understand the benefits of doing housework and be willing to take responsibility and share responsibility.
4.Teaching Key Points
1. Review and master some phrases.
2.Enable students to understand the main idea of the passage by skimming and show the different opinions about doing chores .
Teaching difficult Points
Encourage students to skillfully use the key phrases and sentence patterns learned last class to practice written expression.
Teaching Method:
　 The task-based language teaching method, activity teaching method the cooperative learning method, and the groupwork.
Teaching Aids:
The pictures about chore; PPT.
Teaching Procedures:
　　Pre-writing:
Step 1 Warming up and revision.
　　T: Play a short video about doing housework and guide the students to say about what Chores you do on weekends.
　　Should Teenagers do housework Please give your opinion.
Review before class
Ask a student go to the blackboard to finish it and the other students do it in their exercise books.then read together.
Translate the given phrase
1.上周日 7.分担家务
2.做家务 8.培养我的独立性
3.扫地 9.照顾自己
4.倒垃圾 10.理解公正性的含义
5.叠衣服 11.依靠
6.整理床铺 12.为了
Get students to complete the Sentences.
1.It's everyone's duty to 做家务是每个人的职责。
2I disagree that little children 我不同意小孩不应该做家务的看法。
3.I don't mind every day我不介意每天洗碗碟。
4. It's not enough for students to in school
学生仅仅在学校取得好成绩是不够的。
5 . Mothers usually do the washing. cook dinner and take care of children
母亲通常负责洗衣服、做饭和照顾孩子。
6.I think it is important_ children to learn_ to do chores and help their parents with housework.
我认为孩子学会如何做杂务、帮助父母做家务活是很重要的。
7.Children these days___ their parents too much.
孩子们现在依赖父母太多。
8..The______they learn to be independent,the___it is for their future.他们学会独立越早，对他们的未来发展就越好。
【设计意图】这一环节是通过复习本单元的重点词汇和重点句型，将两者有机的结合起来，真正做到英语语言学习中的词不离句的认知规律。
Step 2.practicing and groupwork.
While-wrting
Read the passage and discuss the answears inyourgroups then fill in the blanks with the cottect forms of the words (7minutes) .
(
go，happy, start,clean, one, dislike, he, good, foot, do
) go，happy, start,clean, one, dislike, he,
I have two sons, Tom and Jim. Tom likes doing housework at home. However, Jim doing it. Tom usually the rooms every Wednesday and helps his father wash the car every Sunday.
One day Tom got up early and had breakfast. Then a neighbor girl Jenny came toms our house and wanted to play_ . Tom said that he wanted to sweep to play the floor Jenny asked me,“Could I do the work with him ”I said, “Yes, you can.” Jenny never did housework before , but that day she did very . I gave them a buckt of water. They to work with a piece of cloth . The floor became wet, and their got wet, too. At that time someone called me on my phone, so I Out to answer it. After ten minutes, when I came back, they finished the work. They looked at the clean floor and said they were very .
After that day, Jenny often comes to our her house to do housework with Tom. They get happiness from . it. Jim learns Jim learns from them and starts to do housework too.
2. lead students to analyze the structure of the passage.
【设计意图】这一环节通过设置短文填空来培养学生的阅读能力，并让学生获取重要的信息，为下面的写作课做好铺垫，并通过小组活动来激发学生的学习兴趣和写作热情。
Step 3.presentation:
1.Show the class the writing assignment for this class.
同学们以“My weekend housework”为题发表演讲。假如你是李华,请你和大家分享一下你上周末做过的家务劳动，然后说说你做家务的感受。
2.writing requirement:
(1)你对做家务的看法;
(2)描述一次你做家务或学习做家务的经历或故事;
(3)谈谈家人的反应和自己的感受。
(4)语句通顺,包括所有要点,词数 80左右。
3. The teacher helped the students to review the questions and make an outline of writing.
【审题立意】
审主题：介绍一次做家务的经历。
审题材：记叙文。
审题人称:第一人称
审时态:一般过去时和一般现在时。
The teacher helps students make a writing framework.
【写作框架】 1.做家务是每个人的义务(duty,do chores)
(
看 法
)
2.介绍家庭情况(worker,tired,help...with..
1.时间(a Monday afternoon)
(
经 历
)2.扫地,擦地板(sweep,mop)
3.收集并整理书籍(collect,put…in order)
4.煮粥(cook porridge)
(
感受
) 1.父母非常感动，表扬了我(touched,praise)
2.我非常高兴(happy)
【设计意图】本环节通过思维导图来帮助学生理清写作思路，降低了写作难度，从而调动学生积极性，激发他们写作的欲望。
Step4 Discussion:
1.Guide the students to write an article about your weekends in the
following steps:
Get the students to work in groups to discuss about the writing according to the writing framework.
Ask students to retell the writing in your groups.Then each student in your group write it down on your exercise book. enable students to use good words and sentences.
【设计意图】本环节通过小组讨论，注重培养学生口头表达能力，同时通过复述引导学生更好的内化语言知识。
Step 5 After-writing
1. After the students finish their articles, show them an evaluation criterion(评价标准)on the screen.Let the students exchange their articles to correct.
Get one or two students to show their partners compositions on the screen and share their reviews with the whole class.
【设计意图】本环节通过向学生出示写作评价标准，通过组内互评写作共同学习。同时培养了学生自主学习能力和协作精神。
Step 6 Emotional education
Educate students to love their parents and develop their responsibility.
Step 7 Homework:
A类Complete the passage according to the information given.（80词）
B 类Complete the passage according to the information given.(60词)
C类: Complete the sentences according to the information given.
Blackboard design:
(
看 法
)1.做家务是每个人的义务(duty,do chores
2.介绍家庭情况(worker,tired,help...with..
1.时间(a Monday afternoon)
(
经 历
)2.扫地,擦地板(sweep,mop)
3.收集并整理书籍(collect,put…in order)
4.煮粥(cook porridge)
(
感受
) 1.父母非常感动，表扬了我(touched,praise)
2.我非常高兴(happy)
教学反思：
本节课为写作课，通过课前复习 、课堂练习、 小组讨论任务型等教学法来展开话题写作，本次作文话题贴近学生生活实际，为学生写作提供了丰富的素材。课堂评价方面，通过小组展示，个人展示以及绘话表演等形式对学生进行综合评价。

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