八年级英语Unit 11 Could you please clean your room？新人教版.doc

Unit 11 Could you please clean your room？
一、知识目标
1）教学生掌握情态动词could和行为动词的运用
2) 教学生掌握Could you please…?,Could you…?和Could I…?问句
3）教学生掌握运用could表示委婉提出礼貌的请求和请求他人的允许
二、能力目标
1）听：能听懂表达提出请求和征求许可的对话材料。
2）说：能向他人提出请求和征求许可。
3）读：能读表达提出请求和征求许可的文章。
4）写：能写出Section A和Section B中的重点单词和重点句型，并能够模仿写出表达提出请求和征求许可的信件。
三、策略目标
1) 教学生学会通过看、听、说和讨论来获取信息。(看图作问答)
2）通过小组活动学习，学生能谈论各自己喜好。（个体与群体思维）
3) 从本单可以学到如何写提出请求和征求许可的信件。（个体化学习）
四、德育目标
1）过帮助做家务而引出如何提出请求和征求许可，培养学生合作互助的精神。
2）通过本单元学习，学会有礼貌，热爱劳动，主动做家务为父母分忧品德。
五、重点与难点
1）重点：A．掌握提出请求Could you…?和征求许可Could I…?句型。
B．掌握提出请求和征求许可的答语的区别。
C． 掌握有关提出请求和征求许可的行为动词短语。
2）难点：A．如何提出请求和征求许可。
B．表达有关提出请求和征求许可内容的行为动词短语掌握和运用。
C． 行为动词make与do 的运用区别。
六、教学准备
1）收集做家务的英语短语。
2) A tape-recorder, multi-medium，
3）教学课时为五课时
第一课时(The First Period) Look, speak and Listen for Section A
一、Teaching process design
Step 1: Warming up and lead in
Greeting and “Everyone has his habit to keep the room clean. Do you agree with me?” Then show students a picture of one’s house to encourage them to think about what chores should be done. The teacher asks students with such questions, “Do you do any chores at home?” “What chores do you often do at home?” “If you don’t, From now on, could you help your parents do some chores?” .Then ask students to make a list of the things they often do or they are going to do. While students are listing, the teacher can help them to list out the answers on the blackboard and ask students whether they do these chores at home or not. Ask a few students to answer it with “Yes” or “No”. Then teach the expressions listed on the blackboarD．
1.make your bed 2.fold your clothes 3.sweep the floor 4. clean the living room 5. do the dishes 6. take out the trash. 7. cook a meal etC．
Step 2: Pairwork: Look, write and listen
Then ask students to look at the pictures in Section A on Page 69 and think about how many chores they can see in the picture and list them out.
1.make your bed 2.fold your clothes 3.sweep the floor
4. clean the living room 5. do the dishes 6. take out the trash.
Let students work in groups of four to discuss the chores in the chart in 1a, and ask each other whether they each do these chores at home or not. And write “Y” or “N” in Column “You” and Column “Your partner” . The answers are various. Sample 1 guided for Column “You” and Column “Your partner”.
One student: I often do the dishes at home. Do you do the chore at home? (Asking his partner by pointing at “do the dishes” )
The partner : No, I don’t. I never do the dishes.
Chores
You
Your partner
Peter’s chore or Mom’s chore
do the dishes
Y
N
M
sweep the floor

take out the trash

make your bed

fold your clothes

Then in their opinions, ask students to make a dialogue like the sample above to finish filling in the chart. (Finish 1a)
As for 1b, let students practice listening. The teacher asks students to focus on the content of the chart in 1A． Teach the expressions and asks students to guess the chores belong to Peter or Mom before listening to the tape.
Sample 2 guided for Column “Peter’s chore or Mom’s chore”
T: Who does the dishes, Peter or Mom?
S: Mom does, I guess.
Then play the recorder and ask students to listen to the tape carefully and write “M” next to Mom’s chores and “P” next to Peter’s chores in the chart above. Check the answers with students by making dialogues:
T: Who does the dishes, Peter or Mom?
S: Mom does.
Step 3: Pairwork
Before working in pairs, students should review the information about the chores in the picture and the expressions of the chores in 1A． After that, ask students to practice the conversation with the target language. Then follow the sample dialogue to make conversations with their partners:
A: Could you please sweep the floor?
B: Yes, sure. (by performing the action)
A Could you please do the dishes?
B: Sorry, I can’t. I have to do my homework.
The teacher moves around the classroom and give some help as needeD．
Then explain the usage of the target sentence: e.g. Could you please +original verb? After that, ask pairs of students to show their works. Praise them for their excellent work.
Step 4: Look, Listen and Write
2a & 2b provide guided listening and writing practice using the target language.
As for 2a, the teacher asks students to be familiar with the content of the chart and think about the situation that is: everyone need some help or give some help. if someone can’t give any help, he must be reasonable. Now play the recorder and let students to check what Peter’s father says, “Yes” or “No” with “√” by listening to the tape.
Peter wants to…
Peter’s father says…
His father’s reasons
go to the movies
___ yes ____ no
I have to go to a meeting.
stay out late
___ yes ____ no
You have to clean your room.
use the car
___ yes √ no
I need to eat breakfast.
get a ride
___ yes ____ no
You have a test tomorrow.
It’s up to 2b, the teacher asks students to look at the chart in 2a, and be familiar with the content of the chart to make sure they should know what to do. Then ask students to listen to the tape and draw lines to the reasons why Peter’s father says “no” in the chart above. Then check the answers with students.
It’s up to pair work; now ask students to work in pairs. Student A acts as Peter and asks if he can do the things Student B acts as Peter’s father saying “yes” or “no”. If student B says “no”, he should give a reason. According to the information in the chart in 2a, students make a dialogue to start oral practice using the target language and following the sample like this:
A: Could I please use your computer?
B: Sorry. I’m going to work on it now.
A: Well, could I watch TV?
B: Yes, you can. But first you have to clean your room.
While students are working, the teacher is moving around the room giving some help as needeD． Ask pairs of students to show their works. Praise them for their good work.(finish 2c)
Step 5: Homework
1) Survey: What chores do your parents do?
2) Preview 3a ,3b & 4 on Page 67.
二、Word Explanation
1．chore(s) 家务事，housework(不可数名词) 家务
2．take out the trash 把垃圾拿出去
3．sweep the floor清扫地板，扫地，其过去式：swept
4．do the dishes 洗餐具； do chores干家务
5．fold clothes 折叠衣服; make the bed整理床铺
6．stay out late在外面呆得很晚；have a test考试
7．clean the living room 打扫客厅，clean your room打扫你的房间
8．use the car 用车,use the computer用电脑;work on从事
9．go to the movies看电影; go to a meeting去开会
10．get a ride搭车;eat breakfast吃早餐
三、Exercise for the first period
汉译英。

1．Could you please _________________________(洗餐具)？
2．Could you please _________________________(清扫地板)?
3．Could you please _________________________(折叠你的衣服)?
4．Could you please _________________________(整理你的床铺)?
5．Could you please _________________________(把垃圾拿出去)?
6．Could I please ____________去看电影)?
7．Could I please______________________________(借用车子)?
8．Could I ___________________________________(搭车)?
9．Could I please _____________________________(用电脑)?
10．Could I_____________________________(在外面呆得很晚)?
Answers：1. do the dishes 2. sweep the floor 3. fold your clothes 4. make your bed 5. take out the trash 6. go to the movies 7. use the car 8. get a ride 9. use the computer 10.stay out late
四、Rethinking for the first period
1)Successful Experience:
2) Failed Lesson:
第二课时(The Second Period) Grammar Focus for Section A
一、Teaching process design
Step 1: Review and Lead in
Greeting.
Review the usage of the modal verb: could . The teacher asks students: “Could I help you?” ,“Could you please listen to me?” And let students pay attention to the use of “could” in the sentences. Check the homework and ask students to read their survey results about their parents’ chores. Praise them for their good work. Then lead in with the target language by asking students like this:
T: Could you please answer my questions?
S: Yes, sure. Could I just stand at my seat to answer them?
T: Yes, you can.
Step 2: Grammar notes
Remind students to pay attention to the usage of the target language:
1.Could you please clean your room? ----Yes, sure/ certainly/ of course.
2.Could you please do the dishes?–Sorry, I can’t. I have to do my homework.
3.Could I please go to the movies? ----Yes, you can.
4. Could I please use the car? ---No, you can’t. I have to go out.
Get students to read them. Stress the answers to the questions.
Step 3: Practice and Write
3a provides word-understanding practice. The teacher helps the students to understand how to fill in the blanks by seizing the key words. Then ask students to read the dialogue and pay attention to the nouns behind the blanks.
A: I hate to do chores. B: Well, I hate some chores too, but I like other chores.
A: Really? Do you like to do the laundry? B: No, I don’t. It’s boring.
A: I agree. Do you like to make your bed?
B: No, not really. But I like to do the dishes, because it’s relaxing. And I like to make breakfast, because I like to cook.
The teacher moves around the room and gives support as needeD． Next check the answers with students. Let students read the dialogue again and sum up the language points which should be explained by the teacher. (Finish 3a)
1.hate sth / to do sth 2.like sth /to do sth/ doing sth. 3.do the laundry
4. agree (with sB．) 5. sth be relaxing ; sb be relaxed 6. make breakfast
Now ask students to make a list of the chores they do at home and write “like” or “don’t like” next to each chore. Students can leave their seats to tell their partners why. Then ask a few students to tell the whole class. (Finish 3b)
wash the car—like
A:I like washing the car
because I can be outside.
do the dishes—don’t like
B: I don’t like doing the dishes
because it’s boring.
Step 4: Group work: “Sorry, I can’t.”

Part 4 provides students the oral practice by playing games. The teacher asks students to work in group of three. First, each student writes each of these chores from the box on a card and puts them face down. One of the students turns one card over and asks his partner to do the chore. If the partner says “no”, the partner has to give a reason.
do the dishes
wash the car
take out the trash clean your room sweep the floor fold your clothes make your bed
A: Could you please do the dishes?
Partner 1: Yes, sure.
A: Could you please wash the car?
Partner 2: Sorry, I can’t. Because I have to do my homework
A: Could you please take out the trash?
Partner 3: Sorry, I can’t. Because I don’t like to do that.
Ask a group to act it out. Remember to praise them for their brave performance.
Step 5: Homework
1) Write an article about how often your partner do chores in a week.
2) Preview Section B
二、Word Explanation
1.hate chores=hate to do chores 讨厌干家务
2.like other chores 喜欢其他家务, like to do sth特别喜欢, like doing sth.一般性喜欢，like sb to do sth喜欢某人做某事
3.do the laundry洗衣服;do some washing= wash clothes洗衣服
4. agree with sB．同意某人看法
5. sth be relaxing 某事令人放松; sb be relaxed 某人放松
6. make breakfast作早饭
三、Exercise for the second period
选用适当的名词与动词搭配,只用一次。
（ ）1. do A． the floor
（ ）2.fold B． the trash
（ ）3.make C． the laundry
（ ）4.sweep D． your bed
（ ）5.take out E. a meeting
（ ）6.work on F. your clothes
（ ）7.get G. the computer
（ ）8.go to H. a ride
（ ）9. clean I. a test
（ ）10 have J. the living room
Answers: 1—5 CFDAB 6—10 GIEJI
四、Rethinking for the second period
1)Successful Experience:
2) Failed Lesson:
第三课时(The Third Period) Look, Listen and write for Section B
一、Teaching process design
Step 1: Lead in
Greeting
First, get students to be familiar with the phrases in 1a and make sure they understand them well with the help of the teacher. Then ask students to think about the ways to be polite: What can teenagers ask their parents to do? Students should write “teenagers” next to the phrase. What do parents ask their teenagers to do? Students should write “parents” next to the phrase.
“T” stands for “teenagers” and “P” stands for “parents”
1.buy some drinks and snacks T
2.borrow some money T
3.clean your room P
4.invite my friends to a party T
5.go to the store T
6.use your CD player T
7.take out the trash P
8.make your bed P
Step 2: Pair work
Ask students to work in pairs and practice the modal verb “could”, and make a dialogue with his partner using the phrases above: e.g.
A: Parents say, “Could you buy some drinks and snacks?”
B: No, I disagree. Teenagers say, “Could I buy some drinks and snacks?”
The teacher moves around the room and gives support as needeD． After the group work, ask students to act out their dialogues. Comment on their work and praise them for their good works.
Step 3: Listen and write
2a and 2b provide students with listening practice using the target language. Before students listen to the recorder, let students be familiar with the phrases given in activity 1a . While listening, tick the things in the list in activity 1a that you hear. Then check the answers with students: (Finish 2a)
√ 1.buy some drinks and snacks
2.borrow some money
√ 3.clean your room
√ 4.invite my friends to a party
√ 5.go to the store
6.use your CD player
√ 7.take out the trash
___8.make your bed
As for 2b, ask students to listen to the tape again and make sure that students are familiar with the chart, and write what Sandy’s mom is going to do, what Sandy is going to do and what Sandy and Dave are going to do in the chart. Play the recorder. Then check the answers with students: (Finish 2b)
Who
What
Sandy’s mom

Sandy
invite my friends,
Sandy and Dave
clean the living room
Step 4: Pair work
As for 2c, ask students to work in groups and talk about these things in the chart.
go to the store, buy drinks and snacks, invite my friends,
clean the living room, take out the trash
Imagine Student A is having a party. He asks his partner for help. Give a sample dialogue:
A: Could you take out the trash?
B: Yes, sure.
The teacher moves around the room and help them to overcome their conversation obstacles. Ask students to show their works. Praise them for their performance.(Finish 2c)
It’s up to 3A． Preread the e-mail message
Ask students to read the e-mail message with questions and think about which things are about exercise? which things are about cleaning? which things are about food? Then complete the chart below.
The e-mail message:
Nancy, Thanks for taking care of my dog. Could you please do these things every day? Take him for a walk. Give him water and feed him. Then wash his bowl. Play with him. Don’t forget to clean his beD． Have fun! See you next week.
Thanks.
Thomas
Exercise
take