Unit 3 Could you please clean the room?
东莞市东城第一中学 周更生
I. Teaching content: Unit 3 Could you please clean the room?
Period 1
II. Language goals: Learn to make requests and ask for permissions politely.
III. Teaching key points:
1.Words and expressions:
do chores, fold the clothes, feed the dog, take out the trash, do the laundry
2. Target language:
Could you please clean your room? Yes, sure./ Sorry, I can’t. I have to do my homework.
Could I go to the movies? Yes, you can./ No, you can’t. I have to go out.
3. Grammar Focus: Could you please…? Could I …?
IV. Teaching procedure:
Lead-in: Introduce the fairy tail “Cinderella” and show the topic about doing chores.
Learn names of chores.
Watch a video, experience the target language and then learn it step by step.
Watch a video, check the names of chores you’ve heard.
Match the pictures and the expressions about chores.
Learn the new words.
Consolidate the expressions in the game “lets’ see who is the first”.
Talk about chores: “ I like some chores, but I hate other chores. I like to … , because it’s interesting. I hate to …., because…”
Learn to make requests like “Could you please (take out the trash)?”
Learn to ask for permission like “Could I (go to the ball)?”
Activity: Tell the Godmother your wishes with “Could I…?” or “Could you…?”
Moral education:
1)Everyone should learn to be independent，even if their father is a president.
2) Let’s enjoy chores and grow up independently.
Summary and Homework.
教学反思：
本节课是八年级下册第3单元Could you please clean your room?的第1课时。本单元话题是doing chores, 基本语言结构是提出请求的句型“Could you please…?” 和征求许可的句型“Could I …?”。本节课围绕话题进行的教学活动主要包括导入、呈现、巩固运用等几个环节，在活动中巩固，在运用中获得。回顾起来，我在教学中运用了以下策略：
将童话引入课堂，极大地激发学生兴趣，提高学习效率。
整个单元的话题是做家务，虽然贴近生活实际，但未免沉闷单调，更何况现在的孩子多数对家务活谈不上热爱，与其勉为其难地教学，不如先找到一个能激发学生兴趣的兴奋点，力求事半功倍。于是，我大胆借用经典童话《灰姑娘》：灰姑娘受到继母虐待，每天做完家中全部家务是学生熟知且感兴趣的情节，在热身阶段以动画片段导入家务活的话题并教学动词词组。王室举行盛大舞会，Cinderella请求继母允许其前往参加，正好可以引出本课重点句型“Could I (go to the ball)?” Godmother能助人圆梦，由此我又设计语言运用环节---让学生运用本节课两个重点句型 “Could you…?” 和 “Could I …?”告知Godmother 自己的心愿并将心愿写出贴在“心愿树”上。这样，整节课以童话故事为线索，将各个教学环节串联起来，趣味性、整体性与实效性俱全。
2)先整体后局部，先语言功能后语言形式。“以终为始”，首先感知语言功能，然后学习语言结构，培养学生运用语言的能力。
3）在词汇教学中渗透Phonics教学，培养学生“听音写词，见词读音”的学习能力。
由于上述策略的运用，学生自始至终情绪高昂，勇于发言，课堂活动参与面广，学生对所学目标语言的运用能力与个人自信心均有较大程度提高。
