-
实用标准
Unit 3 Could you
please clean your room?
教材解读
本单元的话题是
Chores
，主要是
关于家庭生活，谈论家务琐事及家庭互助，要求
学生学会用
Co
uld 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。家庭生活及
家务劳动是社
会家庭和学生生活中的重要方面，对学生生活习惯的养成、社会行为习惯
及家庭责任感的
建立起着重要的作用。通过学习本单元，学生应当能认识到家庭亲情及
家庭义务的重要性
，
应对参加及帮助父母做适当的家务持有积极的态度。
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。
单元目标
一、知识与技能
1.
掌握重点单词和短语。
2.
掌握请求帮助和请求允许及应答的句型：
Could you
please clean your room?
Could I please
use the car? Yes
，
you can.
No
，
you
can
’
t. I have to go out.
3.
培养听说读写四项基本技能。
二、过程与方法
采用个人独立思考，
两人或多人小组合作、交流的学习策略，积极创设较真实的语
言环境，利用教学图片、录
音机或多媒体课件来展开课堂的听力和口语交际活动。
文档
实用标准
三、情感态度与价值观
明确“家务人
人有责”的思想，能积极主动地参加家务劳动。认识到父母照顾家庭
的辛劳，养成爱父母
、爱家庭、爱家务的好习惯。学习照顾家庭同时也是照顾自己，培
养独立能力，为自己的
将来奠定基础。
教法导航
采用直观教学法，遵循以学生为主体的原则。
学法导航
采用
Using contest
guessing
和
Role
playing
的学习策略，
课时支配
第
1
课时：
Section A
1a-2d
第
2
课时：
Section A 3a-4c
第
3
课时：
Section B 1a-2e
第
4
课时：
Sect
ion B 3a-Self Check
课时教案
文档
实用标准
第
1
课时
Section A 1a-2c
教学目标
一、知识与技能
1.
掌握重点词汇和短语：
do
the
dishes
，
take
out
the
rubbish
，
fold
your
clothes
，
sweep the
floor
，
make your
bed
，
clean the living room
2.
理解并掌握重点句型：
Could you
please
…
? Could I
…
?
3.
能听懂有关做家务和日常活动的对话。
二、过程与方法
采用情境教学法，调动学生的积极性，引导他们积极参与课堂。
三、情感态度与价值观
了解各种家务，能发现要做的家务并积极主动地去做。
教学重点
能用本课的重点词汇和句型对家务作出委婉请求。
教学难点
能抓住录音中的关键词。
教法导航
课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。
学法导航
加强小组合作学习，积极回答问题。
教学准备
图片，录音机，多媒体。
教学过程
Step 1
Greetings
Greet the students as usual.
文档
实用标准
Step 2 Lead-
in
T
：
Good
morning
，
boys and girls! I am
always 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
< br>”
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
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
：<
/p>
Well
，
you are good boys and girls! We should
try to be helpful and do
some chores at
home.
Step 3 New words and expressions
Ask the students to look at
the picture on Page 17.
T
：
Look at the
picture on page 17. What can you see?
S1
：
Peter and his
mother.
S2
：
The
dustbin is full.
S3
：
The floor is
dirty.
文档
实用标准
S4
：
...
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
floor;
make the bed; take out the trash; fold the clothes
Step 4 Presentation
T
：
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?
students
：
The
second 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
blackboard.
Step 5 Pair work
T
：
In
the picture
，
the mom asks the
son to do some chores. What does she
say?
S
：
Peter
，
could you please take
out the trash?
T
：
Good! Today
，
we
’
ll
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
文档
实用标准
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 activity 1c. Then
students make
their own conversations. Call several pairs to
demonstrate their
conversations to the
class.
Step 6 Listening
T
：
You
will here a conversation 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 7 A little
game
Find out the best
helper at home.
T
：
Do you often
help your parents do the chores? Now
let
’
s 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
you do at home. The one who check the
most chores will be the best helper at
home.
Step 8 Group work
T
：
Imagine we are
going to clean our classroom this afternoon. You
need
someone to help you do some
things. Think of the things you need to do and
文档
实用标准
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
windows
，
clean the
blackboard
，
turn off the
lights
，
take down
the old pictures
，
put up the
new pictures
，
sweep the
floor.
After a few
minutes
，
call several groups
to show their conversations.
Step 9
Presentation
T
：
I
can
’
t 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
doesn
’
t sound very polite.
Any other idea?
S
：
Could I please
use your pen? (Write the sentence on the
blackboard)
T
：
Good!
That
’
s a very polite way.
Step 10 Listening
Ask the students to look at
the picture on Page 18. Then
say
：
Look at the
picture. That
’
s
Peter and his father. Peter asks his father if he
can do four things.
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
’
文档
实用标准
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 check the answers with the whole
class.
T
：
Why
Peter
’
s father say no? What
are his reasons? Let
’
s
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
，
play it
again. Check the answers.
Help
students
to
summarize
different
ways
of
answering
the
question
“
Could
I...?
”
Yes
，
you can / I
guess so / Oh
，
yeah / Sure. No
，
you can
’
t. ...
/ Sorry
，
but ...
Step 11 Pair work
T
：
Now
look at activity 2c. Work in pairs. Student A is
Peter who asks if he
can do things.
Student B is Peter
’
s 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.
Step 12
Group work
T
：
Imagine
we
’
ll 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
文档
实用标准
it in groups
of four. One will be the
teacher
，
and the others will
be the students
，
make
conversation like this
：
S
：
Could I please
listen to music?
T
：
No you
can
’
t.
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
their
conversations
to the
class.
Step 13
Homework
1. Suppose you are having a
party
，
and you need more
drinks and snacks.
But you
can
’
t leave the house. Ask
your classmates for help. Write a dialogue
between you and your classmate with
“
Could I please
...?
”
and
“
Could you
please
...?
”
2.
Understand
，
read and role
play the conversation in 2d.
课堂作业
1. ---Could
you please s
the
floor?
---Yes
，
sure.
文档
实用标准
2. ---Could you please do the d
?
---Sorry
，
I
can
’
t. I have to do my
homework.
3.
我每天早上都整理床铺。
I
________ the ________ every morning.
4.
我父母让我晚上不要在外面呆得太晚。
My parents asked me not to ________
________ late at night.
5. Could I
watch the football match?
（作肯定回答）
________
，
you
________.
参考答案：
1. sweep
2. dishes
3. make
，
bed
4. stay out
5.
Yes
，
can.
教学反思
多媒体能使整个教学过程表
现为声、图、文并茂，使声音、图像、文字的呈现更自
然。为此，在课堂上，教师应该为
学生创造学习氛围，让学生时常有成功感和成就感，
以便进一步激发学生学习的内在动力
。在本堂课中应注意让发音较标准的同学多朗读，
让思维敏捷的同学先回答问题，让善于
观察的同学多纠正错误，让反应慢的同学多回答
低难度问题。尽量使每个同学多动脑、多
动口、多动手。
第
2
课时
Section A 3a-4c
文档
实用标准
教学目标
一、知识与技能
1.
复习、巩固表示委婉请求和应答的句型。
2.
培养阅读理解能力。
3.
完成相关练习。
二、过程与方法
< br>将抽象知识具体化，帮助学生总结规律，系统地学习语法。调动学生的积极性，引
导他们积极参与课堂。
三、情感态度与价值观
认识到做家务的意义和重要性，养成常做家务的好习惯。
教学重点
复习、巩固表示委婉请求和应答的句型。
教学难点
培养阅读理解能力。
教法导航
通过大量练习让学生主动掌握语法知识。
学法导航
练习、讨论、主动探求规律。
教学准备
多媒体。
教学过程
Step 1
Greetings
Greet the students as usual.
Step 2 A Game
Show a list of chores on the
blackboard
：
文档
实用标准
do the
dishes clean your room
take out the
trash
sweep the
floor
fold your clothes make your bed
Give them a set of blank
cards.
T
：
Let
’
s play a game. You
will work in groups of four. First each group
writes
the
chores
on
the
cards.
Put
them
face
down.
The
first
student
turns
over
a
card
，
and asks the
student next to him/her to do this chore. That
student says
“
no
”
and gives a reason. Each student should
give a reason that has not been
given
before. The one who can
’
t
give a proper reason will be out of the game.
Those who can keep coming up with
reasons will be the winner.
Step 3 Role play
Ask some
pairs to role play the dialogue in 2d.
Step 4 Presentation
Say
：
As we all
know
，
Mother does almost all
the housework in the house.
She is
always tired. Should we help Mother? What we can
do to help her? Ask
some students to
report their answers.
Step 5 Reading
Say
：
Now
let
’
s read an article about
Nancy and her mother. Please read
quickly and answer the
questions
：
1. Why was
Nancy
’
s mom angry with her?
2.
文档
实用标准
Did they
solve the problem? How?
Then ask some
students to report their answers.
Now
let
’
s read the sentences in
3b
，
try to understand and
translate them.
Then read the passage
again carefully and try to underline the sentences
from
the
reading
that
mean
the
same
thing.
After
several
minutes
，
ask
some
students
to report their answers and translate the
sentences into Chinese.
Step 6 Language
points
1. You watch TV all the time and
...
all the time
（在该段时间内）一直；向
来，一向；时时刻刻；每时每刻
e.g. I do
this all the time.
我一直是这么做的。
This happens all the time.
这种情况是时时发生的。
2.
I
’
m just as tired as you
are!
as ... as
意为
“和…一样”
，表示同级的比较。使用时要注意第一个
as
为副词，第
二个
a
s
为连词。其基本结构为：
as +
adj
./
adv
. +
as
。
e.g. This
film is as interesting as that one.
这部电影和那部电影一样有趣。
Your pen writes as smoothly as mine.
你的钢笔书写起来和我的一样流畅。
注意：
as
…
as
的否定形式为“
not
as/so
+ adj
./
adv
. +
as
”
。
e.g. He didn
’
t
act as well as you.
他表现得不如你好。
3. For
one week
，
she did not do any
housework
，
and
neither did I.
文档
实用标准
1) neither <
/p>
用作副词，作“也不”解释，放在句首，表示前面否定的内容也适用于
另一个人或物，句子须采用部分倒装。此时也可用
nor
替
换
neither
使用。
e.g. --- I
don
’
t like this dress.
我不喜欢这件连衣裙。
---
Neither / Nor do I.
我也不喜欢。
注意：
neither
之后的主语要置于助动词或系动词之后。
2) neither
用作代词，表示“两者都不，双方均不
”
。
He answered
neither of the letters.
他两封信都没回。
e.g.---
Which one would you like?
你喜欢哪一个？
---
Neither.
两个都不喜欢。
Step 7 Practice
3c, Show the
sentences on the screen
：
1. Could you take the dog for a walk?
2. I walked home from school. Then ask
some students to read and translate
them. Then help them to say that the
word
“
walk
”
in the first sentence is a
noun and the word
“
walked
”
in the
second sentence is a verb. Then ask the
students
to
look
at
the
sentences
in
3c
and
decide
whether
the
underlined
words in the sentences are verbs or
nouns. Then write another sentence using
the underlined word in the other form.
Finally ask some students to report their
answers.
Step 8 Grammar
focus
文档
-
-
-
-
-
-
-
-
-
上一篇：英语中8个音标对应的字母组合
下一篇：译林版牛津初中英语八上单词很好的