英语人教版八年级下册Unit 11 Could you please clean.doc

Unit 11 Could you please clean your room?Language goals: In this unit students learn to make polite requests and ask for permission.New languages:Could you take out the trash?Sure.Could you borrow the car?Sorry, but I need it. I have to go to a meeting.I have to make the bed and do the laundry.Difficult points:1. “Could” for polite requests.2. “Could” for permission.3. “Make” versus “do”.Teaching aids: computer, video, recorderTeaching periods:Period 1: Section A 1a / 1b / 1c Period 2: Section A 2a / 2b / 2c/ Grammar Focus 3a / 3b Period 3: Section A 4/ Section B 1a / 1b / 2a / 2b / 2c / 3aPeriod 4: Section B 3b / 3c / 4 / Self check1, 2 Period 1Teaching aims:1. Teach vocabulary words and useful phrases.2. Target languages: Could you please sweep the floor? Yes, sure.3. Train the speaking and listening abilities.Teaching procedures: Step 1. Lead-in and warming upAsk students to answer the questions orally: What chores do you have at home? Who often does the chores? How often do your family do them? And introduce the new words which students need to answer the questions, elicit them to remember the pronunciation of the words and phrases.Step 2. Section A 1a. Group work Do you do these chores at home? Help the students form the groups of three people and make sure one is the kid, the other two are mother and father. And fill in the chart according to the real situation in his or her home. Try to role-play the discussion in groups.Chores Who How oftendo the dishesmotherevery daycookfathertwice a monthe.g. Kid: Could you please cook twice a week, dad? Mom is too tired. She needs help.Father: Sure. But could you wash your own clothes?Kid: Sorry, I cant. I dont have too much time.Step 3. Section A 1b listening and presentation1. Say: You will hear a conversation between Peter and his mom. And pay attention to the chores in 1a, and answer how many chores Peter does and how many chores mother does, and what are they?2. Play the recording for the first time, students only listen. Then answer the questions and finish 1b.3. Play it a second time. This time ask students to repeat after each stop and check the answers in 1b. Step 4. Section A 1c Pairwork1. 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.2. Look at the picture and the sample conversation in 1c, work in pairs and ask your partner to do the chores that you see. The answer should try to be different.3. Invite some of them to show their dialogue. Step 5. Section A 4 Game group work1. Write the list of chores on the blackboard.2. Ask students to work in groups. And let them take out a piece of paper and copy each sentence on a card.3. Say: The first student turns over a card, and asks the person who next to him to do this chore. That person needs to say “NO” and give a reason. Each person should give an excuse that has not been given before. If they can, they can turn over a card and ask the next person to do the chore on the card. If they cant, they are out of the game. Use the target sentences to practice in group.Step 6. Summary1. Elicit students to summarize like this, today we have learned the ways of expressing polite requests. They are good to ask people to do something or go somewhere. and weve also learned the different ways of answering the requests.2. Target language: Could you please?Yes, sure. / Certainly. / Of course.Homework:1. Make your own sentences by using the sentence pattern .2. Recite 1b, and remember the useful phrases about chores.Period 2Teaching aims:1. Learn to ask for permission. Go on learning to give polite requests.2. Master the phrases with “make” or “do” and other useful phrases.3. Target language Could I borrow your car?No, you cant. You have to do your homework. Do you like to do the laundry? No, I dont. Its boring. Do you like to do the dishes? Yes, because its relaxing. Teaching procedures:Step 1. Warming upAsk some students to talk about the target language that they have learned last class. Step 2. Section A 2a 2b Listening and presentation1. This activity let students learn to ask for permission.2. Say: When we want to do something, we have to ask someone for that before we do. Ask some students to tell what he or she will say to ask for permission. And let them know the importance of politeness when we ask for others permission.3. Say: We will hear Peter ask his father if he can do four things. The first time pay attention to the sentences that Peter asks for the four things 4. The second time pay attention to fathers answers and reasons.5. Check the answers and read after the tape. Step 3. 2c Practice1. Call attention to the conversation. Ask students to read it.2. 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.3. Let a few students show their dialogue, then let others give some comments.Step 4. Summary 1. Review the grammar box. Master the target languages.2. Ask students to make the sentences by using “Could you please?” and “Could I please?”3. Ask students to tell which sentence pattern they use to ask if it is “OK” for the student to do something or go somewhere. And which sentence pattern they use to ask another person to do something or go somewhere.4. Let students pay attention to the questions all use the word “could”, but the answers use the word “can” instead of “could”.Step 5. Game1. This activity provides guided oral practice using the target language.2. Let the class count 1, 2 and the girls who count 1 ask for permission politely; the boys who count 1 make polite requests; the girls who count 2 use different ways to say “yes”; the boys who count 2 say “no” and give a reason.Step 6. Practice (Section A 3a)Ask students to fill in the blanks with “make “and “do”.Ask students to read the conversation and check the answers.Practice reading the conversation with partners and try to recite it.Elicit students to make a summary about “make” and “do” phrases.Explain the target language and useful expressions. Step 7. Pair work (Section A 3b)1. Make a list of the chores you do, write “like” or “dont like” next to each chore. Tell a partner about your list and say why, according to the sample conversation. 2. Invite some students talk about this.Homework:1. Recite 1b and 3a.2. Make your own sentences or dialogues by using the sentence patterns and phrases in Grammar focus and 3a.Period 3Teaching aims:1. Learn some useful expressions.2. Strengthen the target language and practice more.3. Train the speaking, listening and reading abilities.Teaching procedures:Step 1. Have a free talk and Lead-in (Section B 1a)1. Discuss the two questions “What do teenagers ask their parents to do?” ”What do parents ask their teenagers to do?” 2. Give the students some useful phrases on blackboard to help answer them if students need. And write down their answers on the blackboard. At the same time students read after the teacher and understand what these phrases mean.3. Explain some useful phrases in 1a. and finish 1a.Step 2. Practice in pairs 1bStudents will use the answers on the blackboard to practice agreeing and disagreeing with their partner like the sample conversation in 1b and tell why.Step 3. Listening 2a, 2b1. Point to the items in 1a. Say, listen to the conversation between Sandy and her mom. Play the recorder for the first time, check each item they talk about and put the checkmark in front of each phrase they use.2. Play the recorder for the second time, make some stops, students need to write down what Sandy, Sandys mom and Dave are going to do.3. Then ask some students to read their answers in 2a, 2b and check them.4. Read after the tape and correct the answers.Step 4. Practice in pairs 2c1. Say: You are having a party. Ask your partner for help. Talk about the things in 2c by using the sample dialogue.2. Have them work in pairs for a few minutes, then ask some pairs to show their dialogues.3. Encourage the others to correct the incorrect questions.Step 5. Reading 3a1. Books closed. Tell students they will hear an e-mail message. Give two questions on blackboard.2. Why does the writer want to write this e-mail? Who is the writer? Listen to the tape, and ask two students to give the answers.3. Books open. Ask them to read by themselves and check the answers for the first time.4. Let them read it again and pay attention to the details. Try to finish the chart in 3a.5. Check the answers and tell why.6. Let students look for some important and hard points, and then each person explain one sentence in 3a.7. Show the key words on blackboard, then help the students recite this e-mail.Homework:1. Memorize the key phrases and sentences and make your own sentences by using it.2. Write your own dialogue. Suppose you are Peter, ask your father if you can do things or go somewhere, also ask him politely if he can help you do something, and try to give the answers and reasons like your father. Period 4Teaching aims and demands:1. Grasp the key phrases and target language.2. Moral education: Communicate with others freely.3. Train the speaking and writing abilities and use the target language in everyday speaking and writing freely. Teaching methods: Task based. Teaching procedure:Step 1. Warming-upGreet the whole class as usual.Show key words in 3a on blackboard, invite the whole class to recite it together.Ask students to recite it one by one.Let students make their own sentences with the key words and phrases. Step 2. Oral and writing practice 3b1. Elicit students to memorize the dialogue between Sandy and her mom in 2a, 2b. Ask:How many things does Sandy need to do for her party? What are they? Who does Sandy want to help her with her party?2. Say: In 2a, 2b we hear Sandy wants Dave to help her with her party. So Sandy wants to write an e-mail to him about this. (point to 3b) Here is the beginning of the e-mail. Read it by yourselves and then we can get some own ideas about how to go on this e-mail. 3. Ask some students to tell their e-mails orally. Then let students write down their e-mail in 3b, and invite two persons to write on the blackboard.4. Encourage students to correct each others writing and give the comments.Step 3. Practice in group 1. Let them look at Part 4. Point to the sample conversation. Ask three people to read it to the class.