浙江省湖州市环渚学校八年级英语上册 Unit 11 Could you please clean your room 教案 人教新目标版.doc

unit 11 could you please clean your room?the first periodteaching aims and demands1knowledge objectskey vocabulary.target language.vocabulary for chores.2ability objectslistening skill.speaking skill.personalizing skill.cooperating skill.3moral objectit is always right to be polite.teaching key points1key vocabularytrash, fold, clothes, chores, laundry, floor, cd player, cleaning, cook, could, hate, living room, meeting, need to, ride (n.) , say, stay out, sweep, take out, use, wash , washing, give, invite, can2target languagecould you please sweep the floor? yes, sure.could i please borrow the car? no, you cant. you have to do your homework.teaching difficultytarget language.teaching methodslistening method.reading method.self-evaluating method.personalizing method.pairwork.teaching aidsa tape recorder.tape and blank tape.pictures or photos.a projector.large cards for concentration game.markers.teaching proceduresstep greet the class as usual and check the homework.ask one student to talk about what have learned in last unit unit 10 to the class. only the target language around the topic is preferred. this is for revision.step introduction and new words learning:from today we go to another new unit:unit 11 could you please clean your room? in this unit we will learn to make polite requests and ask for permission. everyday we talk with people, work and study, live with people, a polite way to do these things is very useful and helpful.show the words on the screen. point to them and lead the students to learn them. explain the meaning or usages of them if necessary. tell them that these are words : or expression used often in daily life.take out 取出trash n. (美)垃圾；废物；碎屑chore n. 杂务；杂事；(尤指)日常的普通工作do chores 处理琐事；干家务do the dishes 洗餐具sweep v. (swept, swept) 扫除；清扫；清除sweep the floor 清扫地板；扫地fold v. 折叠；折起来living room 起居室；客厅step lead-in and warming-upsay to a student, give me your pencil. accept the pencil and then give it back to the student. then ask the class. what is a more polite polite way to ask for a pencil? what word can i use to make it more polite? give students sample sentences such as, please give me your pencil or give me your pencil , please. write the sentences with the word please on the board.step 1ado you do these chores at home? write “y” (for yes) and “n” (for no) . then ask your partner and write down his or her answers.point to the items under the heading chores in the chart. ask students what the word chores means. we dont need the chinese translation.point to the items again and read each one to the class. ask students to explain each chore in their own words and say if they do it or not. for example, a student might say, after we eat breakfast the dishes are dirty. we have to do the dishes. do the dishes is the same as wash the dishes. show the phrases describing the chores in the table on the screen;do the dishes sweep the floortake out the trashmake your bedfold your clothesclean the living roomthen read the instructions. point out the you column and say, write y for yes or n for no about yourself here. point out the your farther column and say, write y for yes or n for no about your partner here.ask students to find a partner. as they work, move around the room and answer any questions.find out which two chores most students do at home.ask different students to write the name of each chore on the blackboard. then read the name of each chore to the class and say, raise your hand if you do this chore. write on the blackboard the number of students who raise their hands after each chore.ss talk in pairs about the chores. and then ask some students to act out diaologues:what chores do you do at home?do you .？then ss report about themselves and their partner. pay attention to the use of verb forms.step 1b listenplay the recording the first time. students only listen.say, you will hear a conversation between peter and his mom.correct the answers.answers:dishes=m trash=p clothes=p sweep= m bed=p living room=mread after the tape.ss act out the conversation in pairs.explain the following:need to do sthsi coming over thats right. thats all right.yes ,sure.could you.step 1c pairworklook at the picture above. ask your partner to do the chores that you see.point to the picture above. ask students to point to different items in the picture and tell what chore is connected to each part of the picture.point out the sample conversation in activity lc.a: could you please sweep the floor?b: yes, sure.ask two students to read it to the class. say, now work with a partner. ask each other to do the chores in activity 1a. first one student asks all the questions and the other student answers. then the other student asks all the questions. you can answer ,yes, sure. all right, or ok.give ss situations and ask ss to make new dialogues.eg. the floor is dirty the trashbin is following. the bed is a mess. etcstep summarythis class we have learned several ways of expressing polite requests. they are good ways to ask people to do something. and you are always successful. to make a request means people accept it. so the ways of polite request always work. it is always right to be polite.step homeworkremember the phrases for chores: do the dishes, sweep the floor, take out the trash, make your bed, fold your clothes, clean the living room.step vii 2a2b listenpeter asks his father if he can do four things. what does his father say? check “yes” or “ no”.point to the chart. show students the second column with the heading peters/father says say, listen to the recording and check yes or no in this column.say, this is a conversation between peter and his father. play the recording the first time. students only listen.play the recording a second time. as they listen to the recording this time, ask students to check yes or no if peters father says yes or no.correct the answers.answers:movies=yes late=on car = no ride =yeslisten again. why does peters father say “no”? draw lines to the reasons in the chart above.point to the chart. show students the column with the heading his fathers reasons.say, listen to the recording again and this time draw a line between each on answer and the reason peters father gave. point out the sample answer.play the recording. as they listen to the recording this time, they draw a line between each no answer and the correct reason.correct the answers.answers:stay out late=you have a test tomorrow.use the car=i have to go to a meeting.read after the tape.ss act out the conversation in pairs.explain the following and practise:i guess so.until have a test. give a ride go to a meeting/moviestep iii pairworkss make free dialogues asking for permissions to do sth.student a, you are peter. ask if you can do things. student b, you are peters father. say “yes” or “no”. if you say “no”, give a reason.point to tow students and say, you are student a and you are student b.point out the sample conversation. ask student a and student b to read it to the class.ask students what other things peter might ask his father about. write some of these on the blackboard, leaving a space to the right of each one. for example, go to the school dance, get a part-time job, go to the library, borrow his fathers bicycle. then, to the right of each thing, ask students to write a reason why peter cant do each one. for example, you have to visit your grandmother, you have too much homework, or you have your own bicycle.say, now, work with a partner. student a is peter and asks questions. student b is dad and either says yes or says no and gives reasons. later change places and have the conversation again.as the pairs talk, move around the room checking their work. offer language support as needed.after several minutes, ask several pairs to say their conversations to the class.make a tapeask a group of students to write their own conversations between parents and a teenager. the teenager asks permission to do different things. the parents say no and give reasons. check the script with the students and help them correct any mistakes. then ask the students to make a recording of their conversation adding sound effects, if they wish. have the students play the recording in class and ask the other students to ask questions and talk about what they hear.step grammar focusreview the grammar box. ask students to say the statements and responses.write these two headings on the blackboard a few feet apart:could you please and could i please. ask different students to write several complete questions starting with these words under each heading.circle the words could you please and the words could i please in all the questions. ask a student to point to and say which words they use to ask if it is ok for the student to do something or go somewhere (could i please) . ask another student to point to and say the words they use to ask another person to do something (could you please) .point out the answers in the book. say, the questions all use the word could. do the answers use the word could? (no) what words do the answers use in place of could? (can and cant) say, so the questions use the word could and the answers use the words can and cant.grammar focuscould you please clean your room?yes , sure.could you please do the dishes?sorry, i cant. i have to do my homework.could i please go to the movies?yes, you can.could i please use the car?no, you cant. i have to go out.requests;could you (please)? can you .?permission:could i .? can i .? may i？homeworkmake sentences.write a dialogue about requset: teacher ask ss to do clean the classroompreview period 2.step blackboard designunit 11 could you please clean your room?target language:could you please ?could i please ?grammar focus postteachingss are quiet active in this period. they are familiar with the content and they have a lot of chances to talk.the second periodteaching aims and demands1knowledge objectskey vocabulary.target language.writing practice.2ability objectsspeaking skill.writing skill.3moral objectliving a donkey life because of not much work.teaching key points1key vocabularyhate, laundry, do the laundry, wash, make dinner, do the shopping2target languagedo you like to do the laundry? no, i dont. its boring. do you like to do the dishes? yes, because its relaxing. . teaching difficultytarget language.teaching methodswriting method.reading method.oral practising method.teaching aidsa tape player.tape.a projector.teaching proceduresstep greet the class as usual and check the homework.ask two students to talk about the target language that they have learned in last class.step introduction and new words learning:today we will go on learning to ask for permission. and we have some exercises to practise. now lets first learn the new words together.show the words on the screen. point to them and lead the students to learn them. explain the meaning or usages of them if necessary. tell them that these are words or expression used often in daily life.hate v. 憎恨；憎恶laundry n. 待洗的衣服；洗衣店do the laundry 洗衣服wash v. 清洗；洗去make dinner 做饭do the shopping 购物；买东西step 3afill in the blanks with “make” or “do”.read the conversation to the class with a student.ask students to fill in each blank with the word make or do.check the answers.answers:1 do 2do 3make 4do 5makess read the dialogue together. and then sum up do pharse and make phrases ss have leaned.下列短语用do不用makedo ones homework做作业do the housework做家务do some cooking做饭do some reading看书do some shopping买东西do some washing洗东西/衣服do some cleaning搞清洁do some sewing做针线活do some typing打字/打东西do some talking谈谈话do some walking散散步do the research作研究do ones best do the laundry下列短语用make不用domake an answer作出回答make a suggestion提意见make a mistake犯错误 make a trip进行make a choice进行选择 make friends交朋友make a face扮鬼脸 make money挣钱make a decision make breakfast/lunch /suppermake tea/coffee/step 3bmake a list of the chores you do. write “like” or “dont like” next to each chore. tell a partner what chores you like and dont like. say why.ask two students to read the sample phrases.a: i like washing the car because i can be outside.b: i dont like doing the dishes because its boring.first write a list of all the chores you do at home. then work with a partner. talk about the chores you do and say why you like or dont like to do each one.call attention to the list of chores in activity 1a. say, these are some chores people have to do. what are some others? write down several suggestions on the blackboard.say, now write a list of chores you have to do.practise making statements with the whole class.ask a student to say the name of a chore. then ask another student to say i like or i dont like(doing that chore) . then ask a third student to give a reason. for example,s1: washing the windows.s2: i dont like washing the windows.s3: i dont like washing the windows because i dont like ladders.have the students work together for a few minutes.then ask several different students say their statements to the class.step sorry, i cant!work in a group. write each of these chores on a card and put them face down.turn one card over and ask your partner to do the chore.your partner says “on” and gives a reason.step activity: who should do what?draw a large chart on the board with three column heads:brothers and sisters, me, my parents. ask some students to copy the chart and complete it at home. ask the students to show which person should do the chore. they can use the chores from this unit and add some other chores family members have to do at home. display these charts on the bulletin board and ask students to talk about each others charts.step summarytoday we practised a number of questions about chores. most are for family. some are of outdoor. from this less we know living a donkey life because of not much work. may you do more chores to help you build your spirit.step homeworkmake a housework survey for your or your classmates family.make sentences with new words.step blackboard designunit 11 could you please clean your room?washing the windows hate to do do the laundryclean your room do.help make dinnermake a list of chores you do. make.postteachingits necessary for teacher to help ss sum up vocabularies they have learned before.the third periodteaching aims and demands1knowledge objectskey vocabulary.target language.2ability objectsspeaking skill.writing skill.cooperating skill.3moral objecthousework is a big work to do.teaching key points1key vocabularysnack, borrow, invite, disagree, teenager2target languagecould i invite my friends to a party on saturday. mom? of course! that sounds fun. could i go to the store? well, im going tomorrow, and i can buy some drinks and snacks for you.teaching difficultytarget language.teaching methodslistening method.writing method.oral practicing method.pairwork.teaching aidsa tape player.a projector.teaching proceduresstep greet the class as usual。 ask ss “what chores do your parents often ask you to do?” “ what do you often ask your parents to do?”this class we will learn the section b of unit 11. in this lesson we will go on talking about chores. some more language will be practised around making polite requests and asking for permission.step introduction and new words learning:today we will learn to ask for permission. when you want to do something you have to ask somebody for that before you do. now lets first learn the new words together.show the words on the screen. point to them and lead the students to learn them.explain the meaning or usages of them if necessary. tell them that these are words or expression used often in daily life.snack n. 小吃；快餐borrow v. 借；借人；借来invite v. 邀请；恳请disagree v. 不同意；持不同意见teenager n. 青少年(十三至十九岁的少男少女)step section b 1awhat can teenagers ask their parents to do? what do parents ask their teenagers to do? write “parents” or “teenagers” next to each phrase.look at the items on the list. some of these things only parents usually ask and some of the items only teenagers usually ask.ask students to complete the writing on their own.correct the answers.possible answers:1 teenagers 2teenagers 3parents 4teenagers 5teenagers 6teenagers 7parents 8parents ask ss to make a sentence with each of the phrases. step 1b pairworktell your partner your answers to activity 1a. does your partner agree?you will use the answers to activity 1a to practise agreeing and disagreeing with your partner.point out the sample conversation. ask two students to read it to the class.now work with a partner. make your own conversations about the items in activity 1a. practise the sample conversation again with a student, but use a different item from activity 1a this time.t: teenagers say, could you clean your room?s: no, i disagree. parents say, could you clean your room? then have students work in pairs.ask several pairs to say one or more of their convers