(共23张PPT)
Unit 3
Could you please clean your room
Section A (3a-3c)
Teaching aims
Key words & phrases:
throw; all the time; neither; shirt; as soon as; be angry with; solve the problem; throw down; come over; take the dog for a walk; shout back; in surprise; as soon as.
Key sentences:
1. Could you please take the dog for a walk
2.Could I watch one show first
3.For one week, she did not do any housework and neither did I.
To learn the usage of the modal verb “could”.
Revision
What chore is she doing
She’s doing the dishes.
---Could you please do the dishes
--- Yes, sure.
Revision
What chore is she doing
She’s making the bed.
---Could you please make the bed
--- Yes, of course.
Revision
What chore is she doing
She’s sweeping the floor.
---Could you please sweep the floor
--- No problem.
Revision
What chore is she doing
She’s folding the clothes.
---Could you please fold the clothes
--- Sorry, I can’t. I have to...
Pre-reading
Look at the picture and answer the questions.
Was the house clean and tidy, or was it a mess
What would you do if your house is a mess like this
It was a mess.
while-reading
Last month, our dog welcomed me
when I came home from school. He
wanted a walk, but I was too tired.
I threw down my bag and went to the
living room. The minute I sat down in
front of the TV, my mom came over.
"Could you please take the dog for a
walk " she asked.
"Could I watch one show first " I asked.
"No!" she replied angrily. "You watch TV all the time and never help out
around the house! I can't work all day and do housework all evening."
"Well, I work all day at school, too! I'm just as tired as you are!" I shoutedback.
My mom did not say anything and walked away. For one week, she did not do
any housework and neither did I. Finally, I could not find a clean dish or a clean shirt.
The next day, my mom came home from work to find the house clean andtidy.
"What happened " she asked in surprise.
"I'm so sorry, Mom. I finally understand that we need to share the housework to have a clean and comfortable home," I replied.
1
2
3
4
5
6
7
8
9
Task 1 Skim the story and choose the right answer.
The general idea of the story is about ____.
A. when to do the chores
B. who should do the chores
C. how to do the chores
B
Task 2 Read Paragraphs 1-3 and answer the questions.
1. When did this story happen
2. What was the first thing Nancy did when she got home
3. What did her mother want her to do
4. What did Nancy want to do
Last month.
She threw down her bag and went to the living room.
She wanted her to take the dog for a walk.
She wanted to watch TV.
起因
(Para. 1-3)
Last month, our dog welcomed me when I came home from school. He wanted a walk, but I was too tired. I threw down my bag and went to the living room. The minute I sat down in front of the TV, my mom came over .
“Could you please take the dog for a walk ” she asked.“Could I watch one show first ” I asked.
扔下；丢掉
the minute (that) 引导时间状语从句，相当于the moment/as soon as。
过来；拜访
Task 3 Read Paragraphs 4-6 and answer the questions.
1. What does Nancy's mother do during the day And what does she have to do in the evening
2. What was the result when neither Nancy nor her mother did any housework for a week
She works during the day and does housework in the evening.
Nancy couldn’t find a clean dish or a clean shirt.
经过
(Para. 4-6)
“No!” She replied angrily. “ You watch TV all the time and never help out around the house! I can't work all day and do housework all evening. ”
“Well, I work all day at school, too! I'm just as tired as you are! ” I shouted back.
My mom did not say anything and walked away. For one week, she did not do any housework and neither did I. Finally, I could not find a clean dish or a clean shirt.
频繁；反复
帮忙做 家务
一样累
adv. 也不 pron. 两者都不
Task 4 Read Paragraphs 7-9 and answer the question.
Task 4 Read Paragraphs 7-9 and answer the question.
“We need to share the housework to have a clean and comfortable home.”
经过
(Para. 4-6)
The next day, my mom came home from work to find the house clean and tidy.
“What happened ” she asked
in surprise .
“ I'm so sorry, Mom. I finally understand that we need to share the housework to have a clean and comfortable home, ”I replied.
惊讶地；吃惊地
Task 5 Fill in the chart.
Who _____ and _______.
When __________.
Where ________________.
What Mom wanted Nancy to __________________ but Nancy wanted to ______________ first.
They _________ at each other.
Neither of them ____________ for one week.
Result At last, Nancy _______ the house.
In the living room
Mom
Last month
Nancy
take the dog for a walk
watch one show
shouted
did housework
cleaned
Read the passage carefully and underline the sentences from the reading that mean the same thing.
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.
For one week, she did not do any housework and neither did I.
The minute I sat down in front of the TV,
my mom came over.
I’m just as tired as you are!
3b
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.
Could you take the dog for a walk (noun)
I walked home from school. (verb)
2. Could I watch one show first
I’ve put a cross on the map to show where the hotel is.
3. I can’t work all day.
4. You watch TV all the time.
5. “What happened ” she asked in surprise.
I have a lot of work to do today.
Please borrow me your watch.
Her beauty surprised me.
Homework
1.Recite the passage
2. translate it into Chinese.
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2课时 教学设计
课题
课型 听说课口 语法课口 阅读课 √ 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节阅读课。 【why】 本节课是本单元的第二课时，不仅包含提高阅读技能，也涵盖了培养学生分担家务的责任感。 【how】 本课时是一篇关于家庭责任意识的文章，作为学生，应该充分地体会父母的辛苦，主动承担家庭劳动的责任和义务。
学情分析： 自然情况 通过本单元第一课时的学习，学生基本上激活了已有的语言知识。 （二）已有基础 学生对本课时的话题已经有感知，话题贴近生活。
（三）存在问题
个别学生基础知识薄弱。 （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：all the time , neither , throw down ,come over ,take the dog for a walk ,help out , shout back ,in surprise ,neither of us , as soon as 学会使用以下句型： Why was Nancy’s mom angry with her You watch TV all the time and never help out around the house . I can’t work all day and do housework all evening . I’m just as tired as you . My mom did not say anything and walked away . Neither of us did any housework for a week . 通过阅读训练，培养学生良好的阅读理解能力。 （应用实践） 通过本课的学习，让学生学会尊重家长，同时也要做些力所能及的家务。 （迁移创新）
教学重难点 重点：掌握重点词汇，常用表达及句型。 难点：在理解故事情节的基础上对文章进行进一步解读。
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 Free talk T:What chore is she doing S:... Teacher guide students to ask and answer about chores . 学生活动1 Free talk 活动意图说明： 通过学生讨论家务的话题，引出新课。 环节二：Activity 2 教师活动2 Pre-reading Show the questions and make a survey : Who should do chores at home 学生活动2 Ask and answer 活动意图说明： 提出问题，引发学生思考，导入新课。 环节三：Activity 3 教的活动3 While reading Fast reading Read quickly and find the answers to the questions to the questions 学的活动3 Ask and answer . 活动意图说明： 速读并回答问题，整体上理解文章，学会运用问题中关键词的提示来回答问题。 环节四：Activity 4 教的活动4 Careful reading 1.Read the story carefully and finish the task from each passage . 2. Read the passage carefully and underline the sentences from the reading that mean the same things. 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： 引导学生从细节上理解文章，掌握文章结构。 环节五：Activity 5 教的活动5 Post reading Post-reading 3C. Decide whether the underlined words in the sentences are verbs or nouns . Then write another sentences using the underlined word in the other form . Ask the students to read the passage aloud and then retell it . 学的活动5 Finish the reading task 活动意图说明： 通过复述文章，完成语言输出目标。
板书设计 Unit 2 I’ll help to clean up the city parks Section A 3a-3c 重点词汇：several , strong , feeling , satisfaction , joy , owner , try out , journey 重点短语：want to be an animal doctor help him to get his future dream job want to learn more about sth how to care for animals decide to try out for sth work here once a week to help kids do sth . learn to read love to do sth
分层作业设计 基础巩固： Recite the passage 设计意图：熟记本课重点单词和短语。 能力提升： translate it into Chinese. 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 从读前、读中、读后三个方面来处理这篇阅读课，层层深入，在读后的输出环节学生表现良好，课堂气氛活跃，学生在快乐中学习英语。老师鼓励到位，照顾到办理的每一位学生，而且鼓励方式多样。课堂设置问题导入文章，课后回归问题，首尾呼应，而且使学生在情感上产生共鸣，最后，在表达心声的环节，应对给学生一些准备时间和发言时间。
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