1、Unit3Couldyoupleasecleanyourroom教案 1Unit 3 Could you please clean your room?I Teaching objectives 单元教学目标Skill Focus 听Listen to conversations of polite request and permission.说Make polite request and ask for permission.读Read an e-mail message about making requests.写Write an e-mail message to ask for
2、help.功能句式Make polite requestsCould you please clean your room?Could you please do the dishes?Ask for permissionCould I please go to the movies?Yes, you can.Could I please use the car?No, you cant. I have to go out.LanguageFocus词汇1. 重点词汇 dish, sweep, meeting, hate, borrow, invite, care, feed, mine 2.
3、 认读词汇 chore, partner, trash, fold, laundry, snack, teenager, player, disagree 3. 短语take out, living room, work on, do the chores, make ones bed, do the dishes, sweep the floor, take out the trash, fold the clothes, clean the living room, do the laundry, take care of语法Could for polite requestCould fo
4、r permissionMake versus doStrategyFocusSelf-evaluatingPersonalizingII. Teaching materials analyzing and rearranging 教材分析和教材重组 1. 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。 Section A 以图片及对话P
5、eter, could you please take out the trash? Sure, Mom. 引入本单元的话题。1a是一个结对子活动，通过讨论在家做哪些家务活来引入本单元的重点词汇；1b让学生听一段对话录音，根据听到的内容选择Mom和Peter各做的家务活，帮助学生从听力材料中了解、获取如何使用目标语言；1c是一个口头会话练习，指导学生如何结合图片用目标语言Could you please .? 进行对话；2a和2b是两个听力活动，通过听力训练帮助学生进一步了解目标语言的用法，学习如何使用Could I .? 和Could you .? 提出请求、征求许可；2c是在以上听力活动的
6、基础上的口头练习，学生分角色扮演父亲和儿子，练习用目标语言委婉的提出请求；3a是用make或do补全一篇对话，掌握一些和家务有关的动词短语的用法；3b要求学生列出自己平常所做的家务活并说明喜欢或不喜欢,并向同伴说明理由；4是一个小组活动，学生把一些家务活写到卡片上并正面朝下，然后拿出其中一张要求同伴去做这项家务活，同伴拒绝并说出原因，从而在游戏活动中巩固所学知识。 Section B 1a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；1b是在1a基础上的口头训练，强化学生对目标语言的运用；2a和2b是两个听力练习，主题是party
7、的准备，要求学生听录音列出每个人所要做的事情；2c是会话练习，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；3a为一篇阅读材料，要求学生对文章中出现的一些家务活动进行分类；3b和3c是写作训练，学生模仿3a的阅读文章用目标语言写电子邮件，向他人提出请求，寻求帮助；4是一个小组活动，A同学看83页，B同学看85页，C同学看86页，小组进行会话练习，体现了目标语言的功能性。Self check 1要求学生对几个重点词汇进行填空、造句训练，帮助学生在语境中学习、巩固词汇；2根据提示信息完成留言条，是对学生语言应用能力的综合检验。 2 教材重组和课时分配 Period 1 (Sec
8、tion A: 1a, 1b, 1c,)FunctionPeriod 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) Grammar studyPeriod 3 (Section B: 1a, 1b, 2a, 2b, 2c, 3b) Listening and Speaking Period 4 (Section B: 3a, 3c, 4, Self check) Reading and Writing III.Teaching plans for each period分课时教案Period 1 FunctionTarget language 目标语言1. Word
9、s and phrases生词和短语chore, partner, dish, do the dishes, sweep, trash, take out, make ones bed, fold, living room, meet, work on2. Key sentences重点句子Could you please take out the trash?Could you please make your bed and fold your clothes?Ability goals 能力目标Enable students to make polite requests.Learnin
10、g ability goals 学能目标Help students learn how to make polite requests with the target language.Teaching important and difficult points 教学重难点Could for polite requests. Teaching aids 教具准备Pictures, tape recording. Teaching procedures and ways 教学过程与方式Step I Lead-inT: Good morning, boys and girls! I am alw
11、ays very busy on weekends. So my daughter often helps me with the housework. Do you often help your mother do the chores at home? (Write “chores” on blackboard and explain it.) Here “chore” means housework. Could you please tell me what chores you do at home? S1: I often clean my room.S2: I wash my
12、clothes and fold my clothes.S3: I clean the window.S4: I make my bed and sweep the floor.S5: I clean the living room. T: Well, you are good boys and girls! We should try to be helpful and do some chores at home.Step II Presentation of new words (Section A: 1a)Call attention to the picture on page 65
13、.T: Look at the picture on page 65. What can you see?S: It is house. (living room)S: Many dishes.S: The dustbin is full. S: The floor is dirty.S: .T: So there are a lot of chores to do, right?Help students to learn the following phrases about chores: clean the living room; do the dishes; sweep the f
14、loor; make the bed; do the laundry; take out the trash; fold the clothesThen find out the best helper at home.T: Do you often help your parents do the chores? Now lets choose the best helper at home. First please write down all the chores from your memory on a piece of paper. Then check each chore y
15、ou do at home. The one who check the most chores will be the best helper at home.Step III Presentation of new functionT: If you want to ask somebody to do chores, how can you ask in English?S1: Can you do the chores?S2: Could you please do the chores? T: Which one do you think is better?Ss: The seco
16、nd one.T: Yes. We should say “Could you please do the chores?” instead of other ways because it sounds very polite.Write “Could you please .?” on the Bb.Step IV Pairwork (Section A: 1c)T: In the picture, the mom askes the son to do some chores. What does she say?S: Peter, could you please take out t
17、he trash?T: Good! Today, well learn how to make polite requests with could. It is very important to be polite in our life. Now work in pairs. Imagine you are the mom and the son in the picture. Ask your partner to do the chores that you see. First ask two students to read the sample conversation in
18、activity 1c.Then students make their own conversations. Call several pairs to demonstrate their conversations to the class. Step V Listening (Section A: 1b)This step gives some listening practice with the target language (the verb phrase and the structure “Could you please .?”).T: You will here a co
19、nversation between Peter and his mother. What kind of chores do Mom and Peter do? 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.Step VI GroupworkT: Imagine we are going to
20、 clean our classroom this afternoon. You need someone to help you do some things. Think of the things you need to do and make polite requests to your partners. You may find these phrases useful.Show the following phrases on the screen.carry some water, clean the desks, clean the chairs, clean the wi
21、ndows, clean the blackboard, turn off the lights, take down the old pictures, put up the new pictures, sweep the floorA few minutes later, call several groups to show their conversations.Step VII Homework1. Try to remember the verb phrases you learnt in this lesson.2. Do activities 3a and 3b on P67.
22、 Period 2 Grammar studyTarget language 目标语言1. Words and phrases生词和短语meeting, work on, use the car, get a ride2. Key sentences重点句子Could I please use your computer?Sorry. Im going to work on it now.Could I watch TV?Yes, you can. Ability goals 能力目标Learn to ask for permission.Learning ability goals 学能目标
23、Help students learn how to ask for permission politely with the target language. Teaching important and difficult points 教学重难点Could for permission. Teaching aids 教具准备CIA or lantern slides, tape recording, and blank cards. Teaching procedures and ways 教学过程与方式Step I Revision 1. Review the target langu
24、age 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 reason
25、s.Note: like + v-ing 喜欢做 dont like/hate + v-ing 不喜欢/讨厌做Step II PresentationT: I cant find my pen. But I have to write something now. What can I do?S: You can borrow a pen from others.T: But what should I say?S: Can I use your pen?T: But that doesnt sound very polite. Any other idea?S: Could I please
26、 use your pen? (Write in on the blackboard)T: Good! Thats a very polite way. Today, well learn how to ask for permission.Step III Listening (Section A: 2a, 2b)Call attention to the picture on page 66.T: Look at the picture. Thats Peter and his father. Peter asks his father if he can do four things.
27、Look at the chart in activity 2a. What are the four things? Ask a student to read the things aloud.T: What does his father say? Now please listen to the tape and check yes or no in the chart.Play the tape twice. For the first time, they only listen. The second time, they check “yes” or “no”. Then ch
28、eck the answers with the whole class. T: We know the father says no to “stay out late” and “use the car”. What are his reasons? Lets listen to the conversation again. Draw lines to the reasons in the chart.Before play the tape, ask a student to read the reasons given.Then play the tape. If necessary
29、, play it again. Check the answers.Help students to summarize different ways of answering the question “Could I please .?” Yes No I guess so. No, you cant. . Oh, yeah. Sorry, but . Sure. Yes, you can.Step IV Pairwork (Section A: 2c)In this step, students will role play the conversation between Peter
30、 and his father in pairs.T: Now look at activity 2c. Work in pairs. Student A is Peter who asks if he can do things. Student B is Peters 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. S
31、tep V Task T: Imagine well have a self-study class this afternoon. You would like to do many different things. How will you ask your teacher for permission? Please do it in groups of four. One will be the teacher, and the others will be the students, make conversation like this:Show the following conversation on the screen.S: Could I please listen to music?T: No you cant.S: Could I please go to play basketball?T: Sorry, you have to stay in class.S: Could I please draw pictures?T: Yes, you can.After that, get several groups to demonstrate thei
