Unit 3 Could you please clean your room?学案（5课时）

使用教师:----- 学科 ：English 教学内容：Unit 3 Could you please clean your room 时间 ： 3.20 年级 ：Eight 主备教师：----- 备课组长签名：
三维目标 单元分析 重点：make the students master the important knowledge难点：cultivate and improve the students’ four skills
教法与学法指导 一、[教材分析] 本单元的话题是Chores，要求学生学会用Could you please ...？和Could I please ...？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,陈述自己的好恶。通过单元学习，学生还将了解中西方在这方面的文化差异，增强他们在日常生活中的沟通和交流能力。以图片及对话Peter, could you please take out the trash Sure, Mom. 引入本单元的话题。列出了一些动词短语，让学生判断哪些活动是孩子为家长做的，哪些是家长为孩子做的，为后面的活动做了语言材料的准备；二、[学情分析]本课话题来自学生的生活经历，学生在七年级已经学习了许多动词短语，为表达提供了语言基础。此外学生已初步掌握了用祈使句 和Can you / Can I 提出请求和建议，为本课学习打下了基础。活动设计的话题从谈论家务---视频观看---谁是最勤快的孩子----任务活动等生活的各个方面，各任务层层递进，与学生的生活紧密相连，又是学生较感兴趣的内容，为表达提供了真实的材料，使得学生在各个活动中想说、有话说，使活动参与的范围广，达到任务的真实性，有效性。在学习中学生受到爱的教育，学会如何与人交往，学会表达自己对事情的看法，使他们的个性得到张扬。三、[教学目标分析] 1、Knowledge Objectives(知识目标)1.能认识并熟记do the dishes, clean the floor, sweep the floor, fold the clothes, take out the trash, make the bed等短语 2.学习并掌握重点句型Could you please Yes, can. / No you can’t. Could I Yes, sure. 2、Ability Objectives(能力目标)1.学生能掌握并且使用所学新词和句型来表达日常生活中的锁事。 2. 学生踊跃 的参加课堂活动，大胆的开口用英语表达自己。 3.通过小组活动锻炼学生的团队合作能力。3、Moral Objectives(情感态度目标)1.在人际交往中学会礼貌用语，学会委婉的表达自己对事情的看法，做一个有修养的好孩子。 2.通过学习让学生受到爱的教育，爱父母，爱家庭，爱劳动，主动帮助父母承担家务。四、[教学重难点]教学重点：1掌握新单词，正确使用本课所学短语和固定搭配。 2掌握Could you please 和Could I 两个重要句型以及其正确礼貌回答方式。 教学难点：1正确使用本课所学短语和固定搭配 2在实际的生活中委婉地表达自己的请求和征求许可，获取帮助五、课时划分本单元共用4课时：第一课时：sectionA 1a---2d第二课时：sectionA 3a---4c第三课时：sectionB1a---2b第四课时：sectionB2c---self check 教法与学法指导
1.Task-based language teaching method, 2.the cooperative learning method, 3.multimedia-assisted teaching and learning method. Pair workGroup workListen and Follow； Listen, Read and Say； Listen, Read and Understand,
使用教师:----- 学科 ：English 教学内容：Unit3 sectionA1a---2d 时间 ： 3.23 年级 ：Eight 主备教师：----- 备课组长签名：
三维目标 1、知识与能力：Could you please clean your room Could you please do the dishes 2、过程与方法：Listen to conversations of polite request and permission. Make polite request and ask for permission. 3、情感态度与价值观：Help students learn how to make polite requests with the target language. 重点be able to understand the conversations about making requests and asking for permissions. 难点：train students’ listening and speaking skills.
教法与学法指导 Step1：Preparation1:T: Good morning, boys and girls! I am always very busy on weekends. So my daughter often helps me with the housework. Do you often help your mother do the chores at home Could you please tell me what chores you do at home S1: I often clean my room. S2: I wash my clothes and fold my clothes. T: Well, you are good boys and girls! We should try to be helpful and do some chores at home. Step 2:Preparation1. Help students to learn the following phrases about chores: clean the living room; do the dishes; sweep the floor; make the bed; do the laundry; take out the trash; fold the clothes Then find out the best helper at home. 2.Have students work in pairs, and then have two pairs to say their answers. Finally play the video with sound, get students to check their answers. 3.T: Here are some accidents that some people had. Please match the accidents with the pictures. Ask students to learn new words and phrases by asking and answering.Step3: Practice.1. Make conversations about the chores in 1a. Then students make their own conversations. Call several pairs to demonstrate their conversations to the class. Make conversations. Examples A: Could you please... B: Yes, sure. /All right. /No problem./Certainly. Sorry, I can't. I have to do... Sorry, I can't. I am doing... 2.listening practice with the target language (the verb phrase and the structure “Could you please ... ”). Check Mom or Peter. Play the recording twice. For the first time students focus on the chores Mom does; the second time, focus on the chores Peter does. Then check the answers. Step4:Production1. Show the following phrases on the screen. carry some water, clean the desks, clean the chairs, clean the windows, clean the blackboard, turn off the lights, take down the old pictures, put up the new pictures, sweep the floor 2. Ask one or two students to sum up what they learned in the class. Then teacher adds. Step5:Progress1. Linda often helps her mother______ _____ _____ (洗餐具)after dinner.2.---Could I_______ ________ ________(搭便车)to the center of the city ---Certainly, please get into the car.3.We can’t______________(在外面待到很晚)on weekdays.---Lucy, have you finished_____________(打扫客厅) ---Sorry, I’ll di it at once. Step6：Blackboard designUnit3 sectionA1a---2d Could/Can/May I use your car for a day I wonder if I could use your car for a day 教法与学法指导
1.Task-based language teaching method, 2.the cooperative learning method, 3.multimedia-assisted teaching and learning method. Pair workGroup workListen and Follow； Listen, Read and Say； Listen, Read and Understand,
使用教师:----- 学科 ：English 教学内容：Unit3 sectionA 3a---4c 时间 ： 3.24 年级 ：Eight 主备教师：----- 备课组长签名：
三维目标 1、知识与能力：a) Be able to make a polite request and ask for permissions. b) Develop students’ listening and speaking skills. 2、过程与方法：Help students learn how to make polite requests with the target language. 3、情感态度与价值观：Lead the students to know that be polite is the best key to communicate 重点be able to understand the conversations about making requests and asking for permissions. 难点：train students’ listening and speaking skills.
教法与学法指导 Step1：Preparation1. Review the target language by asking some students “Could you please open the window/clean the Bb/... ” 2. Check the homework: activities 3a and 3b on P67. Help them remember: We make the bed/breakfast and do chores/laundry/dishes. Then ask some students to tell the class what chores they like, dislike or hate, and give reasons. Note: like + v-ing 喜欢做 don’t like/hate + v-ing 不喜欢/讨厌做 Step 2:PreparationHave students to read and remember the sentences of Grammar Focus by themselves, and then have them work in groups to sum up. 2. You watch TV all the time and ...all the time（在该段时间内）一直；向来， 一向；时时刻刻；每时每刻e.g. I do this all the time. 我一直是这么做的。This happens all the time. 这种情况是时时发生的。3.. I’m just as tired as you are!as ... as 意为 “和……一样” ，表示同级的比较。使用时要注意第一个as为副词，第二个as为连词。其基本结构为：as + adj./ adv. + as。Step 3 Practice Play the tape twice. For the first time, they only listen. The second time, they check “yes” or “no”. Then check the answers with the whole class. If necessary, play it again. Check the answers. 2.Help students to summarize different ways of answering the question “Could I please ... ” Yes I guess so. Oh, yeah. Sure. Yes, you can. No No, you can’t. ... Sorry, but ... 3.Work in pairs. Student A is Peter who asks if he can do things. Student B is Peter’s father who says “yes” or “no”. If you say “no”, give a reason. First get two students to read the sample conversation. Then students make their own conversations. Step4:Production1.Have students read the conversation in 4c, and then ask them to work in groups. One student mimes a problem. The other students in his/ her group guess the problem and give their advice. 2.Help students to sum up how to talk about health problems and give right advice. 3.Ask one or two students to sum up the key phrases in the passage, and help them to make up more sentences with them.Step5:Progress1. I’m going to have an important m_______ this afternoon. 2. Do you like doing chores No, I h________ doing chores. 3. What do you do after you get up every day I brush my teeth and w ______ my face. 4. Could you help your mother m________ dinner on Sundays 5. I often do the s________ with my sister on weekend. 教法与学法指导
1.Task-based language teaching method, 2.the cooperative learning method, 3.multimedia-assisted teaching and learning method. Pair workGroup workListen and Follow； Listen, Read and Say； Listen, Read and Understand,
使用教师:----- 学科 ：English 教学内容：Unit3 sectionB1a---2b时间 ： 3.25 年级 ：Eight 主备教师：----- 备课组长签名：
三维目标 1、知识与能力：a) Be able to make a polite request and ask for permissions. b) Develop students’ listening and speaking skills. 2、过程与方法：Help students learn how to make polite requests with the target language. 3、情感态度与价值观：Lead the students to know that be polite is the best key to communicate 重点be able to understand the conversations about making requests and asking for permissions. 难点：train students’ listening and speaking skills.
教法与学法指导 Step1：PreparationShow some pictures about others doing chores, let students to tell what chores they are doing. The last picture is about a conversation that Cindy’s mother makes a request. Then lead the questions: do your parents ask you to do some chores Do you often ask for your parents' permission Step 2:Preparation1. Ask students to complete the writing on their own books. 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. Check the answer. 2. Point out the sample conversation, ask two students to read it to the class. 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.Step3: Practice.1. Parents: Could you please… Child: Yes, sure. / Sorry, I can’t. I have to ... 2. Child: Could I … Parents: Yes, you can. / No, you can’t. You ... 2.Finish 1c. Listen to a conversation between Sandy and her mom. Check (√ ) the things in 1a that you hear. 1. buy some drinks and snacks 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 3.Finish 1e. You are having a party. Invite your partner to come your party and ask for help with these things. So, talk about the following things with your partner. e.g. A: Would like to come to my birthday party B: Yes, I’d love to./Sorry, I can’t. I have to… A: Could you please take out the rubbish B: Yes, sure./No, I can’t. I have to do… Step4:Production 1.This activity provides guided oral practice using the target language. 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. Do some translation exercises using the target language.2.Summary 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. Step5:Progress1. He was i_____ but nobody took him to the hospital. 2. If you don’t study hard, your grades will d______. 3. I like Old Henry because he often p_______ us with hot water. 4. We can d______ on him for help. 5. Mother thinks playing computer games is a w______ of time. 教法与学法指导
1.Task-based language teaching method, 2.the cooperative learning method, 3.multimedia-assisted teaching and learning method. Pair workGroup workListen and Follow； Listen, Read and Say； Listen, Read and Understand,
使用教师:----- 学科 ：English 教学内容：Unit3 sectionB2c---self check 时间 ： 3.26 年级 ：Eight 主备教师：----- 备课组长签名：
三维目标 1、知识与能力：a) Be able to make a polite request and ask for permissions. b) Develop students’ listening and speaking skills. 2、过程与方法：Help students learn how to make polite requests with the target language. 3、情感态度与价值观：Lead the students to know that be polite is the best key to communicate 重点be able to understand the conversations about making requests and asking for permissions. 难点：train students’ listening and speaking skills.
教法与学法指导 Step1：Preparation1: Greet the class as usual, then have students play guessing game. Show a picture of the body. Ask students to say each part of the body. T: (Touches his own head and says) I have a headache, then write “headache” next to the head. Then point to the teeth and asks: What’s the matter with his teeth Help students to answer: Oh, His tooth has a hole. He has a toothache. Then have students to finish Self Check 1 alone. Check the answers and have them say more health problems. Step 2:Preparation1.2c. According to Mr. Smith and Ms. Miller, what are the pros and cons about kids doing chores . Read the letters again and finish the following tasks. I. 完成句子，每空词数不限。 Ms. Miller thinks children should spend their time on schoolwork in order to _ ____________________________________________. 2.The earlier kids learn to be independent, the better it is for their future. 孩子们越早学会独立, 对他们的未来就越好。 ―the+比较级+……, the+比较级+……‖是英语中一个常用的句型结构, 表示―越……, 就越……‖。Step3: Practice.1. Write a letter to the Sunday Mail and express your opinion. Dear Sir or Madam, I think /believe that ___. I agree/disagree that ___. I think it is fair/unfair for children to ______. I think children should/should not ____ because _____. For example, they should/should not______ because __________. Yours truly, __________ Useful phrases. help with housework and chores at home \have enough stress from school \spend the time on school work in order to… \There is no need for them to… It is important for sb. to do sth. It’s not enough to… develop children’s independence The more…, the more… Step4：Production1. Ask one or two students to sum up the key phrases in the passage, and help them to make up more sentences with them. 2. 称呼：对收信人的尊称。 最普通的是Dear，后一般用名字，而Mr，Mrs，Miss后不能单独用名字，而只能是姓或姓与名，比如：对John Smith的称呼，应该是Mr Smith，Mr John Smith或 Dear John.称呼后面可用逗号或者冒号。 3. 信的正文。 4. 结尾：发信人对收信人的谦称或敬语。放在信的右下方。 Yours sincerely，Sincerely yours，Yours等等。 5. 签名。 签名一般在结尾语的下面一行。 Step 5:ProgressUse the questions in activity 2 to write a conversation.Step6：Blackboard designUnit3 sectionB2c---self checkHow are you these days？/ How are you getting on these days？/ How are you getting on with your work/studiesI am sorry that I did not write to you sooner but I have been very busy these days. I was sorry to learn that you did not do well in the examination. / I was so upset 教法与学法指导
The activity teaching method, the cooperative learning method, and the situational teaching method. Pair workGroup workListen and Follow； Listen, Read and Say； Listen, Read and Understand,
使用教师:----- 学科 ：English 教学内容：Unit 3 Could you please clean your room 时间 ： 3.26 年级 ：Eight 主备教师：----- 备课组长签名：
三维目标 单元小结 重、难点：
教法与学法指导The activity teaching method, the cooperative learning method, and the situational teaching method. Step1:重点短语1. go out for dinner 2. stay out late 3. go to the movies 4. get a ride 5. work on sth. 6. finish doing sth. 7. clean and tidy 8. do the dishes 9. take out the rubbish 10. fold your/the clothes 11. sweep the floor 12. make your/the bed 13. clean the living room 14. No problem 15. welcome sb. e home from school/ work 17. throw down 18. throw away e over 20. take sb. for a walk 21. all the time22. all day/evening 23. do housework 24. shout back 25. walk away26. share the housework 27. a comfortable home 28. in surprise 29. get something to drink 30. watch one show 31. hang out 32. pass sb. sth. 33. lend sb. sth. 34. get sth. wet 35. hate + (to do/ doing) sth. 36. do chores 37. help sb.(to)do /with 38. bring a tent 39. buy some snacks 40. go to the store 41. invite sb. to a party 42. make sb. do sth. 43. enough stress 44. waste of time Step2：重点句型 1. Could you please clean your room ( Could you please + do sth. 2. I have to do some work. 3. Could I use your computer (Could +主语+ do sth. 表情求) 4. She won’ t be happy if she sees this mess. 6. My mom came over as soon as I sat down in front of the TV. 8. I think it’s important for children to learn how to do chores and help their parents with housework. 9. The earlier kids learn to be independent, the better it is for their future. (the+比较级…，the+比较级…句型) Step 3：重点语法Could you（please）+ V-原形？表示委婉地提出请求在表示请求帮助或请求允许的疑问句中，常用could代替can，以表示礼貌，委婉或不确定的语气，而can则不具备这些语气。这种情况下不能把could看作can的过去式。以上两句中用could是为了表示礼貌的请求。如同意可以说Yes或Sure或Certainly，还可说Yes, (do) please. 或Of course. (you may/can). 或Go ahead, please. 或That’s OK/all right; 如果不同意，可以说I’m sorry you can’t. 或I’m really sorry, but I have to use it today. 要避免说No, you can’t. 这样显得很不礼貌。否定回答通常用委婉语气。无论肯定还是否定应答中，要避免使用could，要用can或may。因为应答须用确定的语气。而could在表请求的问句中是为了表示礼貌或委婉语气，用在应答中则成了不确定语气，与情理不符。所以应答中不说Yes, you could. 或No, you couldn’t. 而要说Yes, you can. 或Sorry. /No, you can’t. —Could I please use your computer —Sorry, I’m going to work on it now.
—Well, could I watch TV —Yes, you can.
Could I/you please …？表示一种有礼貌的请求或提议，其后连接原形动词，比Can you /I…？语气更委婉。类似句型有： Would you like + sth. / to do sth. May I + do sth. Shall we + do sth. Would you mind + sth. /doing sth.
What / How about + sth. /doing sth. 肯定回答有Sure. /Of course. / Certainly. /OK. /Great. / Well. / Good idea. / I agree. 等。否定回答有Sorry… / No, you can’t. 等。 教法与学法指导Pair workGroup workListen and Follow； Listen, Read and Say； Listen, Read and Understand,