(共31张PPT)
Unit3 Could you please clean your room
Section A 1a-2d
学 习 目 标
To learn to make polite requests.(提出礼貌要求)
To learn to ask for permission.(征求许可)
①
掌握以下句型：—Could I / you please..
—Yes, sure. / Sorry, I can’t…
掌握以下单词和短语： rubbish，fold, sweep, floor, mess, throw, take out the rubbish, sweep the floor, make the bed,
fold the clothes等。
②
③
Free talk
Do you like doing housework
What do you usually do to help your parents at home
Look and say :
What work can we help our parents do at home
4
1
2
3
6
5
do the dishes fold the clothes clean the living room
take out the rubbish sweep the floor make the bed
chores
chores
/t :(r)z/
家务
The room is in a mess.I want to ask Peter to clean it up.What should I say to him
Clean your room!
Please clean your room.
Could you please clean your room
Which one is the most polite way
最有礼貌的
Look and say
----Could you please do the dishes
嗯嗯..
----Yes, sure./ All right. /No problem
Look and say
No....
----Could you please make your bed
----Sorry, I’m going to do my homework.
----Sorry, I have to do my homework.
Look and say
----Could you please clean your living room
----All right.
Look and say
----Sorry, I have to study.
----Could you please fold your clothes
Look and say
----No problem.
----Could you please sweep the floor
Look and say
--Could you please take out the rubbish
----Sorry, I _______ .
Make conversations like this.
A: Could you please ___1___
B: Yes, sure. Could you please __2__
A: Sorry, I'm going to ___3____ .
Could you please do them
B: No problem.
The room is untidy.(不整洁的）
Peter’s grandma is going to visit him.
What should they do
Who will do these chores
Peter's mother
Peter
Listen. Who will do these chores Check Peter’s mother or Peter
1b
Chores Peter’s mother Peter
Do the dishes
Sweep the floor
Take out the rubbish
make the bed
fold the clothes
clean the living room
√
√
√
√
√
√
Listen and fill in the blanks.
Make a conversation using about the chores in 1a.
Conversation
1c
Listen. Peter asks his father if he can do four things. What does his father say Check yes or no.
2a
Peter wants to… Peter’s father says… His father’s reasons
go out for dinner. Yes no I have to do some work
go to the movies. Yes no You have to clean your room.
stay out late. Yes no I need to eat breakfast.
get a ride. Yes no You have a basketball game.
√
√
√
√
Listen again. Why does Peter’s father say “no” Draw lines to the reasons in the chart below.
2b
Peter wants to… Peter’s father says… His father’s reasons
go out for dinner. Yes no I have to do some work
go to the movies. Yes no You have to clean your room.
stay out late. Yes no I need to eat breakfast.
get a ride. Yes no You have a basketball game.
√
√
√
√
Listen and fill in the blanks..
Peter: Hey, Dad
Dad: Yes Peter: Could I go out for _______ with my friends tonight
Dad: Sure, that should be OK.
Peter: Could I go to the ________ after that My friends said the new action movie is really good.
Dad: I guess so. But don’t _____ _____ late.
Peter: Could I stay out ______ eleven We might get something to drink after the movie.
Dad: No, you can’t. You have a ________ game tomorrow, __________ You need to have a good rest.
Peter: Oh, Yeah. Well, could you _______me a ride to town If I take the bus , I’ll be late.
Dad: I can’t, Peter. I have to do some _____ now.
Peter: Oh, OK. No problem. I’ll call Alan. Maybe his dad can give me a ____.
dinner
movies
stay out
until
basketball
remember
give
work
ride
give sb. a ride
让某人搭便车
how to aks for permission(征求许可)
You: Could I watch TV now
Mother: Yes, you can.
You: Could I go out for dinner
Mother: Sure, that should be OK.
You: Could I use your computer
Mother: Sorry, you can't. I'm going to use it now.
U Unit 3 Could you please clean your room
chores
Could you please give us a summary
do the dishes make the bed
clean the living room fold the clothes
take out the rubbish sweep the floor
做出有礼貌的请求 :
Colud you please ...
征求许可：
Could I ...
Yes ,sure.
No problem
All right...
I’m sorry.
+理由
I’m sorry.
+理由
Yes ,sure.
No problem.
All right
I’m sorry.
No, you can’t
+理由
2d
Role-play the conversation.
(Pay attention to the colorful words.)
Sister: Tony, could you please help out with a few things
Brother: Could I at least finish watching this show
Sister: No. I think two hours of TV is enough for you!
Brother: Fine. What do you want me to do
Sister: Could you take out the rubbish, fold the clothes and do the dishes
Brother: So much
Sister: Yes, because Mom will be back from shopping any minute now. And she won’t be happy if she sees this mess.
Brother: But the house is already pretty clean and tidy!
Sister: Yes, well, it’s clean, but it’s not “mother clean”.
Read the conversation and answer the questions.
What does Tony’s sister want him to do
2. Did their mother go to a movie
3. If they don’t clean the house, how will their mother will be like
She wants him to take out the rubbish, fold the clothes and do the dishes.
No, she didn’t. She went shopping.
Their mother will be angry if they don’t clean the house.
2d
Come to the front and act out the conversation.
Reading
Could you please make up a family drama
（家庭短剧）
假如你是Peter，要举办一次聚会，需要你动员全家做一些家务琐事，用Could you please ...和 Could I... 及本课所学有关家务的短语,编一段对话。
Eg. Peter: We are going to have a party, We need to clean our house. Could you please ... , mom
A(Mon): I'm sorry. Could I ... , Peter
Peter: Yes, you can. Could you...
B: ...
Peter: ...
C: ...
Peter:.......
D:.......
cook dinner
wash clothes
clean the window
.......
Summary
--Could you please,,,
-- Yes, please,/ Sorry, I can’t.
-- Could I ,,,
-- Yes, you can./ No, you can’t.
Sentences
Homework
谢谢
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Unit 3 Could you please clean your room 单元整体教学设计
单元主题意义 本单元的主题属于“人与社自我”范畴，话题为“chores and permissions ”本单元主题鼓励学生形成对家务和劳动的积极态度，并鼓励学生主动承担家务。
单元教学目标 通过本单元的学习，学生能够： 目标a：掌握关于家务的英文表达，听懂、读懂谈论家务事的语篇。 目标b: 掌握情态动词could表示“礼貌地要求”和“委婉地请求”这两种用法。 目标c:辩证地看待年轻人做家务这个问题并发表自己的看法。 目标d:书写表达观点类的文章。 与核心素养的关系： 本单元通过家庭生活琐事，学用could礼貌地提出要求，向别人征询许可的句式；要求学生有分担家务的正确意识，增强家庭责任感；通过听、说、读、写训练，能熟练谈论提供帮助的用语或建议。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一Go for it !八年级下册的第三单元。本单元围绕“家务和请求许可”开展教学活动，学习如何用情态动词could礼貌提出请求；学习如何写留言条以请求他人的帮助。 Section A主要谈论一些与家务有关的短语，并引出Could you please/Could I please .. 句型。Grammar Focus主要总结了“请求许可或要求”的Could you/I please.. 的用法。Section B主要是通过进一步熟悉有关日常生活、社交礼仪等方面的话题，巩固could表示请求和要求的用法，并加强学生的家庭怎忍意识教育。 2.纵向知识关联： 功能： make politely request&ask for permission 话题： chores and permissions 语言知识： 能礼貌地请求和礼貌地请求允许并能得体地回答。 能正确运用情态动词could委婉地请求许可做事情；能正确运用情态动词could委婉地请求他人做事。 能写留言条以表示对他人的感谢。 3.横向知识关联： （1 ）七年级下Unit 4中讲到了can for permission的用法，本单元讲到could for permission的用法，二者刚好可以做对比。 （2 ）九年级Unit 7 的语言功能是talk about what are allowed to do ,是本单元语言功能ask for permission 的延续，同时九年级U7学生还将表达agrees and disagrees ，本单元的阅读和写作也要求学生表达自己的观点，二者具有一致性。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 1.掌握表示家务事的词汇和短语。2. 用could you/I... 提出要求或表示请求。 3. 听懂谈论家务的语篇。 通过Pair-work的形式对健康问题谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-3c 阅读课 第二课时 1.找到Nancy与妈妈的矛盾点并分析原因。 2. 分析Nancy前后态度转变的原因；3.关注文中有双词性的词并正确理解其在文中的用法。 通过读课文找出描述建康状况的句子，评价学生对目标句型的认知；通过提取描述能力的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section A Grammar Focus -4c 语法课 第三课时 正确使用我们在本单元学习的短语动词 通过语法讲解，注重把词汇理解跟词汇功能有机结合，实现了知识到能力的转变。
Section B 1a-1f 听说课 第四课时 1.听懂Peter和父亲之间的对话，并获取细节信息；2. 掌握情态动词could的两种用法：表示礼貌地提出要求和表示委婉地请求。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 读写课 第五课时 1.提取两篇文章的观点并找到相应的依据；2.通过学习文章的观点，提出自己对年轻人是否应该做家务这个问题的看法；3.养成辩证地思考问题的习惯。 通过问题启发式评价引导学生从整体到具体的认识，评价学生对文本的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第六课时 1.提取文中观点并找到相应的论据；2.通过阅读文章，就年轻人做家务表达自己的观点； 3. 书写表达观点类的文章。 通过书面表达的形式，评价学生写作的能力。
第1课时 教学设计
课题
课型 听说课√ 语法课口 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节听说课。 【why】 重点在于通过学习如何礼貌地提出请求和征求别人的许可，激发学生的兴趣，培养学生分担家务的习惯，任务以听为主。 【how】 1a-1c从听说技能入手，呈现，学习不同琐事的表达法及礼貌、委婉地提出要求的句型表达，微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，让学生对礼貌地提出要求和征询许可两种功能进行综合操练、运用。
学情分析： 自然情况 本课以一个情景交际的话题，有关家务琐事和家庭互助。学生在情感上并不陌生。 （二）已有基础 语言感知能力比较强，学生学习英语的积极性比较高。
（三）存在问题
但对家务琐事的表达，对如何礼貌地提出要求，是比较陌生的。 （四）解决措施 在语言输出方面需要大量练习方能掌握。
教学目标： 通过本课学习，学生能够： 学生能学会重点单词，短语及目标语言（学习理解） 重点单词及短语：rubbish ,fold ,sweep , floor ,mess , take out the rubbish ,make one’s bed, living room , meet , work on 目标语言：(1) -Could you please take out the rubbish -Sure , Mom . -Could I use your computer -Sorry , I’m going to work on it now . -Well , could I watch TV -Yes, you can . But first you have to clean your room. 如何有礼貌地提出要求，听懂和谈论做家务的话题，并能就此话题进行会话。 （应用实践） 通过谈论教务劳动，学习有礼貌的交谈技巧，在生活中待人处事能更好地把握分寸，培养学生爱劳动，分担家务的能力。 （迁移创新）
教学重难点 重点：用英语有礼貌地提出请求或请求许可，并做出恰当的回答。 难点：针对别人的请求或请求许可，作出恰当的应当。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Show a video about chores and ask and answer in pairs . T:Hello , boys and girls ! Let’s look at the picture and suppose the room is yours . Do you like this kind of room Will your mother be angry S1: .. T:How to make it clean What work can we help our parents to do at home Ss:We can help do some chores. T:We all know helping others is important and happy , but caring about our parents is also important . Do you do these chores at home Let’s come to 1a. 学生活动1 Enjoy a video and discuss ask and answer . 活动意图说明： 以图片和问题导入，激发学生的好奇心和兴趣，以此引入今天的话题。 环节二：Activity 2 教师活动2 Pre-listening Work on 1a Get the students to discuss these chores with their parents . Let the students use thees words : often , very often , less often , hardly ever , never Example : S1:I often do the dishes . S2:I hardly ever fold the clothes. S3: ... 学生活动2 Ask and answer . Finish 1a. 活动意图说明： 看图学习动词词组，让学生适时对所学词汇进行回忆以及进一步巩固，并适当活跃的课堂气氛。 环节三：Activity 3 教的活动3 While listening Work on 1b Listen for the specific ideas of 1b . Let the students listen carefully again nad check Peter’s mother or Peter Who will do these chores . Listen and fill in blanks . 学的活动3 Finish listening . 活动意图说明： 通过层层递进的听力任务设计，尽量给学生足够的听的机会，学生在做听力时，大多数学生能听清本次听力的材料，听力活动先让学生听大意，然后再听细节，能逐步培养学生用听的技能获取，处理和传递所需信息的能力。 环节四：Activity 4 教的活动4 Post-listening Work on 1c Make a conversation using information about the chores in 1a . Ask several pairs to act their conversations out . 学的活动4 Ask and answer . 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 通过编对话并反复操练，巩固学生所学的句型和动词词组，同时也锻炼了口语能力。 环节五：Activity 5 教的活动5 While listening 2a&2b Listen for the main idea of 2a . T:We know Peter is a good boy . He often helps his mom do the chores . But sometimes he wants to go out for dinner . He often asks his father for permission. What does his father say Please let’s come to 2a. Listen for the specific ideas of 2a . Listen again . Why does Peter’s father say “no” Draw lines to the reasons in the chart in 2a . Listen again and fill in the blanks . 学的活动5 Finish the listening task . 活动意图说明： 让学生先听大意，然后再听细节，能有效培养学生通过听获取、处理和传递所需信息的能力，告诉学生再做听力题时，不能急于求答案，而是应该去认真听，找到关键词语所在，筛选不必要的信息，理解文段后，进行听力填空，这样安排既能检测学生的听写能力，又能训练学生口语表达和归纳概括的综合表达能力。 环节六：Activity 6 教的活动6 Work on 2c Get the students to read the conversation in 2c and make different conversations about the chart in 2a . 学的活动6 Finish 2c . 活动意图说明： 进一步巩固听力内容和目标语言，为下一步的中和语言输出做好准备。 环节七：Activity 7 教的活动7 Role-play conversation . Encourage the students to read the conversation in 2d and answer the questions . Guide the students to understand the whole conversation and play the recording for the students to listen and repeat . Read the conversation in roles between the girl and her brother. Ask the students to practice several times and ask several pairs to come to the front and act out the conversation . 学的活动7 Finish the 2d task . 活动意图说明： 通过让学生运用阅读并完成相应任务，分角色表演等方式，更深层次地理解和巩固本课目标语言，再阅读、会话交流的语言实践过程中，综合运用目标语言，提升语言能力。 环节八：activity 8教的活动：Summary Guide the students to work in groups and talk about “What have you learnt in this class ” Then ask the students to compete in groups and write down the phrases and sentences on the blackboard . 学的活动： Summary and discuss 活动意图说明： 布置任务，通过小组讨论，让学生把这节课所学知识串联起来，并通过它们的语言输出，检查这节课的学习效果。
板书设计 Unit 3 Could you please clean your room Section A 1a-2d take out the rubbish do chores do the dishes clean the living room sweep the floor make dinner wash the car make the bed fold the clothes 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 ..
分层作业设计 基础巩固： Finish the practice . 设计意图：熟记本课重点单词和短语。 能力提升： List all the phrases of doing clothes that you know . 设计意图：在语境中填写单词，提高学生对目标语言的运用能力。
教学反思与改进 本课的导入采用视频，能让学生产生共鸣，避免了枯燥乏味的说教，激发了学生的学习积极性，让学生再轻松好奇的氛围中自然引入了本节课的目标语言，听后的活动设计凸显层次性，特别2a改编的短文填空，既巩固了本课所学的目标语言，又开拓了学生的思维，使学生的思维跳出了课本。但在听后活动环节，由于学生水平参差不齐，有部分学生不会语言进行表述，在今后的教学过程中要多关注后进生和中间生，提高他们学习英语的情趣和学好英语的信心。
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