八年级下册 Unit 3 Could you please clean your room 单元整体设计

单元整体教学设计
单元内容分析
[What] 单元的主题和内容是什么？ (
What is conveyed
) 本单元围绕与学生密切相关的“家务和允许”这一话题展开一系列的教学活动，要求学生学会使用句型 Could you please... 和Could I… 来委婉地提出请求或征求别人的许可以及如何有礼貌地拒绝别人并表达自己的理由。整个单元由Section A和Section B部分组成。Section A部分是基本认知部分。本部分重点介绍单元基本的语言内容，注重学生听说能力的培养。教材通过图片及对话导入本单元的话题和用“Could”提出礼貌请求的重点句型，然后通过听说训练加以落实。Section B是知识的扩展和综合的语言运用，侧重孩子和家长在家庭事务方面的不同分工及关系。 (
Why is it conveyed
) [Why] 单元编排意图和情感态度价值取向是什么？ 本单元意在帮助学生掌握情态动词could的用法，能在具体的情境中用could正确礼貌表达请求和征询许可的话题，引导学生热爱劳动，学会使用礼貌用语，对学生生活习惯的养成、社会行为习惯及家庭责任感的建立起着重要的作用。同时帮助学生了解中西方在这些方面的文化差异，增强他们在日常生活中的沟通和交际能力。 (
How is it conveyed
) [How]单元内容的结构和语言特点如何？ 本单元的语言功能项目是“提出礼貌的请求(make polite requests)和征询许可(Ask for permission)”。 在结构上，Section A 1a-1c从听、说技能入手，呈现学习不同琐事表达法及礼貌、委婉地提出要求的句型表达，为词汇及句型结构的输入阶段；2a-2d突出听、说技能训练，在发展语言技能的同时，练习、巩固此前学习的词汇和表达，并介绍、操练征询许可的句型结构，让学生将礼貌地提出请求和征询许可两种功能进行综合操练、运用；3a-3c通过阅读强化对单元主题内容及语言项目的学习及理解，发展学生的阅读技能，在练习活动的设计上紧密链接上一单元的阅读策略，进一步巩固、强化学生对词性的辨识及运用。Grammar Focus对“提出有礼貌的请求和征询许可”的句型“Could you please… ”和“Could I/we … ”以及如何礼貌应答进行总结。4a-4c针对语言功能项目进行巩固练习。Section B 1a-1e从让学生判断哪些家务是青少年需要他们父母允许的，哪些是父母要求青少年做的入手，提供运用目标语言的口语练习，听力主题是party的准备，引导学生把所听到的表达方式套用的类似的场景之中。2a-2e是阅读部分。阅读语篇从家长的角度出发，针对学业负担日趋加重的今天，孩子是否应当承担家务劳动展开讨论，引导学生对不同观点内容的提取及理解，利用“pros and cons”启发他们根据不同观点进行辩论，有意识地培养学生的思辨能力，锻炼他们的批判性思维。活动3a-3b单独看来是一个过程性写作的任务链，实际上也是阅读文章辩论观点的延伸，目的是使学生在阅读理解的基础上学会表达自己的观点。Self-check复习了本单元重要词汇和语法语言项目。
单元整体目标
核心任务子任务单元教学目标语篇及课时学习活动类型 Make polite requests; Ask for permission能够用情态动词could征询许可及礼貌地提出请求；熟练地运用与家庭活动及家务琐事相关的词汇及表达；引导学生认识到家庭亲情及家庭义务的重要性。To introduce the unit goal and help Ss recognize the target languagePeriod 1 Section A 1a-2d 听说课1课时学习理解类活动To give Ss practice in reading for specific information and help Ss understand what we can say the same thing in different ways.Period 2 Section A 3a-2c 阅读课1课时To review and reinforce the target language for making polite requests and asking for permissionPeriod 3 Grammar Focus 语法1课时进一步发展和讨论孩子和家长在家庭事务方面的不同分工及关系。To give Ss more listening practice in the target language used in natural speech and provide with speaking practice Period 4Section B 1a-1e 听说课1课时应用实践类活动To give Ss reading practice and show Ss how opinions are expressed in writingPeriod 5 Section B2a-2e 阅读课1课时写作练习To let Ss use the target language in language in writing and provide a comprehensive reviewPeriod 6 Section B3a-self check 写作课 1课时迁移创新类活动
单元学习过程
Period 4
课时目标 Teaching Aims Knowledge Objects Function: Learn to make a polite request and ask for permission. Key Vocabulary: snack, go to the store, invite sb. to do sth. Target Language: ---Could you clean your room --- Yes, I can. --- Could I invite my friends to a party --- No, you can’t have a party. Structure: “Could” for polite requests. “Could” for permission. Ability Objects Be able to understand the conversation and learn to make a polite request and ask for permission. Teach students to talk with people in a polite and proper way. Moral Objects Educate students to ask for help politely and help parents to do the housework.
活动任务 Make polite requests and ask for permission
步骤 学习活动(Learning activities) 设计意图（Intention）
Step 1 Lead-in Show students a video about a birthday party. Ask them whether they like parties or not. Find someone whose birthday is coming. Guide the students into the topic of having a party. 用简笔画party导入，师生进行简短讨论交流，找出哪位学生将要过生日，激起学生的兴趣。
Step 2 Brain -storming Student A is going to have a birthday party. Let’s prepare for his/her party. List things to be prepared as much as possible. 头脑风暴为student A办party前需要做的事情，目的在于呈现短语。为后面听力任务中出现的目标短语作对比。
Step 3 Listening 1. Finish 1c. Sandy is going to have a party too. Let’s compare with her preparation. Check (√ ) the things in 1a that you hear. 1. buy some drinks and snacks[来源:Z。xx。 2. borrow some money 3. clean your room 4. invite my friends to a party 5. go to the store 6. use your CD player 7. take out the rubbish 8. make your bed (
Can we start the party now
Don’t we forget something
) Ask for your parents’ permission 2. Presentation What do teenagers ask their parents’ permission for What do parents ask their teenagers to do Write parents or teenagers next to each phrase. 1. buy some drinks and snacks[来源:Z。xx。 2. borrow some money 3. clean your room 4. invite my friends to a party 5. go to the store 6. use your CD player Use Could I…..Could you….to act out (
Are Sandy and her mom doing as we thought
) 3. Listen and find out what Sandy and her mom are going to do. What are they going to do Sandy's momSandyinvite her friends
(
A few other things
…
Who will give a hand

) Listen and find out things about Dave. What are they going to do Sandy and Dave
(
Things done!
But have you noticed how Sandy makes requests and asks for permission
) 5.Fill in the blanks. Then listen again. Sandy: _______ invite my friends to a party on Saturday, Mom Mom: _________. That sounds like fun. Sandy: Yeah. Um …__________ borrow some money Mom: What for Sandy: I need to buy some drinks and snacks. ___________go to the store Mom: Well, I'm going tomorrow, and I can buy drinks and snacks for you. Sandy: Oh, good. Thanks, Mom. Mom: You're welcome. Oh, ________ clean your room Sandy: I cleaned it last week. Mom: You need to clean it again for your party. Sandy: ______. At the party, _________ use your CD player Mom: _______, if you're careful with it. Sandy: Don’t worry, Mom! Mom: Now, there are a few other things I want you to do before the party. __________________ move the big chairs to the bedroom and clean the living room Sandy: _________. Dave is coming early on Saturday, so he can help me. Check the answers together and read aloud. Pay attention to the tone and intonation. 6.Listen and imitate Pay attention to the tone and intonation. Yeah. Um…Could I borrow wome money What for OK. At the party, could I use your CD player Yes, if your are careful with it. (
Now can we start the party like Sandy
’s
)Don’t worry, Mom ! 整课时都是用party这条线串起来的，前面几个任务围绕party讨论作为pre-reading，1c和1d提供目标语言在对话中运用的听力练习。 Listening中的任务一要求学生听录音，从1a中选出听到的事情。 中间穿插了1a作为任务二,让学生判断哪些是青少年要求他们父母允许的，哪些是父母要求青少年做的，为后面的对话练习做语言材料的准备。 任务三和四则根据听力内容把每个人打算要做的事情填在表格中。两个任务目的在于让学生熟悉目标句型在具体情境中的运用。 任务五，额外设计了一个听和写的交叉练习，先让学生填，然后听，以此来巩固目标句型。 任务六，设计了语音语调模仿的任务，让学生先通过猜，然后听，最后体会，来感受语音语调，用跟读来实现口语的学习。
Step 4 Group discussion Practice 1e Let’s party! During the party, the room is in a mess. Let students talk about what to do with it. Discuss in group and make a conversation among friends about helping out. Then have several groups act out their conversations. 活动1e让学生举一反三，把所听到的表达方式套用到类似的场景之中，这是上面听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。
Homework
Level A: Read listening text 1c aloud and try to make a conversation to make polite requests or ask for permission. Level B: Remember to have a real party for your friend.
板书设计
教学反思
本节课教学中，任务型活动为学生创设了自主的学习空间，有效调动和保持学生的学习兴趣，使他们主动积极地参与活动，开展合作学习，使课堂充满活力，使设计的每个任务都产生实效，体现了学生是课堂真正的主人。 表演活动环节是本节课的一个亮点。表演充分有效地使每一个学生积极参与到课堂教学中来，包括基础比较差的学生也都饶有兴趣地参与到激烈的讨论中，很自然地掌握了目标句型。通过反复的口语练习，让学生切身体会could在表示有礼貌请求和表示允许时的不同用法，在完成听说练习时游刃有余。 教学中有些学生积极参与活动，但落实在笔头上时却常常有错，因此教师在设计活动时注意加强说和写的交叉练习。