八年级英语Unit 3 Could you please clean your room教学设计Word文档下载推荐.docx
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No,youcan’t.Ihavetogoout.
Language
Focus
词
汇
1.重点词汇
dish,sweep,meeting,hate,borrow,invite,care,feed,mine
2.认读词汇
chore,partner,trash,fold,laundry,snack,teenager,player,disagree
3.短语
takeout,livingroom,workon,dothechores,makeone’sbed,dothedishes,sweepthefloor,takeoutthetrash,foldtheclothes,cleanthelivingroom,dothelaundry,takecareof
语
法
Couldforpoliterequest
Couldforpermission
Makeversusdo
Strategy
Self-evaluating
Personalizing
II.Teachingmaterialsanalyzingandrearranging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Couldyouplease...？
和CouldIplease...？
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。
SectionA以图片及对话Peter,couldyoupleasetakeoutthetrash?
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Couldyouplease...?
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CouldI...?
和Couldyou...?
提出请求、征求许可；
2c是在以上听力活动的基础上的口头练习，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。
SectionB1a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。
Selfcheck1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
Period1（SectionA:
1a,1b,1c,）
Function
Period2（SectionA:
2a,2b,2c,3a,3b,4）
Grammarstudy
Period3（SectionB:
1a,1b,2a,2b,2c,3b）
ListeningandSpeaking
Period4（SectionB:
3a,3c,4,Selfcheck）
ReadingandWriting
III.Teachingplansforeachperiod
分课时教案
Period1Function
Targetlanguage目标语言
1.Wordsandphrases生词和短语
chore,partner,dish,dothedishes,sweep,trash,takeout,makeone’sbed,fold,livingroom,meet,workon
2.Keysentences重点句子
Couldyoupleasetakeoutthetrash?
Couldyoupleasemakeyourbedandfoldyourclothes?
Abilitygoals能力目标
Enablestudentstomakepoliterequests.
Learningabilitygoals学能目标
Helpstudentslearnhowtomakepoliterequestswiththetargetlanguage.
Teachingimportantanddifficultpoints教学重难点
Couldforpoliterequests.
Teachingaids教具准备
Pictures,taperecording.
Teachingproceduresandways教学过程与方式
StepILead-in
T:
Goodmorning,boysandgirls!
Iamalwaysverybusyonweekends.Somydaughteroftenhelpsmewiththehousework.Doyouoftenhelpyourmotherdothechoresathome?
（Write“chores”onblackboardandexplainit.）Here“chore”meanshousework.Couldyoupleasetellmewhatchoresyoudoathome?
S1:
Ioftencleanmyroom.
S2:
Iwashmyclothesandfoldmyclothes.
S3:
Icleanthewindow.
S4:
Imakemybedandsweepthefloor.
S5:
Icleanthelivingroom.
Well,youaregoodboysandgirls!
Weshouldtrytobehelpfulanddosomechoresathome.
StepIIPresentationofnewwords（SectionA:
1a）
Callattentiontothepictureonpage65.
Lookatthepictureonpage65.Whatcanyousee?
S:
Itishouse.（livingroom）
Manydishes.
Thedustbinisfull.
Thefloorisdirty.
...
Sotherearealotofchorestodo,right?
Helpstudentstolearnthefollowingphrasesaboutchores:
cleanthelivingroom;
dothedishes;
sweepthefloor;
makethebed;
dothelaundry;
takeoutthetrash;
foldtheclothes
Thenfindoutthebesthelperathome.
Doyouoftenhelpyourparentsdothechores?
Nowlet’schoosethebesthelperathome.Firstpleasewritedownallthechoresfromyourmemoryonapieceofpaper.Thencheckeachchoreyoudoathome.Theonewhocheckthemostchoreswillbethebesthelperathome.
StepIIIPresentationofnewfunction
Ifyouwanttoasksomebodytodochores,howcanyouaskinEnglish?
Canyoudothechores?
Couldyoupleasedothechores?
Whichonedoyouthinkisbetter?
Ss:
Thesecondone.
Yes.Weshouldsay“Couldyoupleasedothechores?
”insteadofotherwaysbecauseitsoundsverypolite.
Write“Couldyouplease...?
”ontheBb.
StepIVPairwork（SectionA:
1c）
Inthepicture,themomaskesthesontodosomechores.Whatdoesshesay?
Peter,couldyoupleasetakeoutthetrash?
Good!
Today,we’lllearnhowtomakepoliterequestswithcould.Itisveryimportanttobepoliteinourlife.Nowworkinpairs.Imagineyouarethemomandthesoninthepicture.Askyourpartnertodothechoresthatyousee.
Firstasktwostudentstoreadthesampleconversationinactivity1c.
Thenstudentsmaketheirownconversations.
Callseveralpairstodemonstratetheirconversationstotheclass.
StepVListening（SectionA:
1b）
Thisstepgivessomelisteningpracticewiththetargetlanguage（theverbphraseandthestructure“Couldyouplease...?
”）.
YouwillhereaconversationbetweenPeterandhismother.WhatkindofchoresdoMomandPeterdo?
CheckMomorPeter.
Playtherecordingtwice.ForthefirsttimestudentsfocusonthechoresMomdoes;
thesecondtime,focusonthechoresPeterdoes.Thenchecktheanswers.
StepVIGroupwork
Imaginewearegoingtocleanourclassroomthisafternoon.Youneedsomeonetohelpyoudosomethings.Thinkofthethingsyouneedtodoandmakepoliterequeststoyourpartners.Youmayfindthesephrasesuseful.
Showthefollowingphrasesonthescreen.
carrysomewater,cleanthedesks,cleanthechairs,cleanthewindows,cleantheblackboard,turnoffthelights,takedowntheoldpictures,putupthenewpictures,sweepthefloor
Afewminuteslater,callseveralgroupstoshowtheirconversations.
StepVIIHomework
1.Trytoremembertheverbphrasesyoulearntinthislesson.
2.Doactivities3aand3bonP67.
Period2Grammarstudy
meeting,workon,usethecar,getaride
CouldIpleaseuseyourputer?
Sorry.I’mgoingtoworkonitnow.
CouldIwatchTV?
Yes,youcan.
Learntoaskforpermission.
Helpstudentslearnhowtoaskforpermissionpolitelywiththetargetlanguage.
Couldforpermission.
CIAorlanternslides,taperecording,andblankcards.
StepIRevision
1.Reviewthetargetlanguagebyaskingsomestudents“Couldyoupleaseopenthewindow/cleantheBb/...?
”
2.Checkthehomework:
activities3aand3bonP67.Helpthemremember:
Wemakethebed/breakfastanddochores/laundry/dishes.
Thenasksomestudentstotelltheclasswhatchorestheylike,dislikeorhate,andgivereasons.
Note:
like+v-ing喜欢做……
don’tlike/hate+v-ing不喜欢/讨厌做……
StepIIPresentation
Ican’tfindmypen.ButIhavetowritesomethingnow.WhatcanIdo?
Youcanborrowapenfromothers.
ButwhatshouldIsay?
CanIuseyourpen?
Butthatdoesn’tsoundverypolite.Anyotheridea?
CouldIpleaseuseyourpen?
（Writeinontheblackboard）
That’saverypoliteway.Today,we’lllearnhowtoaskforpermission.
StepIIIListening（SectionA:
2a,2b）
Callattentiontothepictureonpage66.
Lookatthepicture.That’sPeterandhisfather.Peteraskshisfatherifhecandofourthings.Lookatthechartinactivity2a.Whatarethefourthings?
Askastudenttoreadthethingsaloud.
Whatdoeshisfathersay?
Nowpleaselistentothetapeandcheck‘yes’or‘no’inthechart.
Playthetapetwice.Forthefirsttime,theyonlylisten.
Thesecondtime,theycheck“yes”or“no”.
Thenchecktheanswerswiththewholeclass.
Weknowthefathersaysnoto“stayoutlate”and“usethecar”.Whatarehisreasons?
Let’slistentotheconversationagain.Drawlinestothereasonsinthechart.
Beforeplaythetape,askastudenttoreadthereasonsgiven.
Thenplaythetape.Ifnecessary,playitagain.
Checktheanswers.
Helpstudentstosummarizedifferentwaysofansweringthequestion“CouldIplease...?
”
YesNo
Iguessso.No,youcan’t....
Oh,yeah.Sorry,but...
Sure.
Yes,youcan.
2c）
Inthisstep,studentswillroleplaytheconversationbetweenPeterandhisfatherinpairs.
Nowlookatactivity2c.Workinpairs.StudentAisPeterwhoasksifhecandothings.StudentBisPeter’sfatherwhosays“yes”or“no”.Ifyousay“no”,giveareason.
Firstgettwostudentstoreadthesampleconversation.
StepVTask
Imaginewe’llhaveaself-studyclassthisafternoon.Youwouldliketodomanydifferentthings.Howwillyouaskyourteacherforpermission?
Pleasedoitingroupsoffour.Onewillbetheteacher,andtheotherswillbethestudents,makeconversationlikethis:
Showthefollowingconversationonthescreen.
CouldIpleaselistentomusic?
Noyoucan’t.
CouldIpleasegotoplaybasketball?
Sorry,youhavetostayinclass.
CouldIpleasedrawpictures?
Yes,youcan.
Afterthat,getseveralgroupstodemonst
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