Unit3Couldyoupleasecleanyourroom？教学设计.doc

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1、Unit 3 Could you please clean your room?教学设计一、教学课型：听力对话课二、教学目标：本节课是本单元的第二课时，它的中心任务是能礼貌地向他人提出请求或征询许可。教学目标可细化为四个方面：1语言知识：正确使用下列单词和句型：1）单词： Rubbish, take out the rubbish, fold ,sweep, floor, mess, 2）句型：-Could you please? -Yes, you can. -No, you cant. You have to -Could you please sweep the floor? -Sure

2、./certainly./Of course.2语言技能 ：1）学生学完本课，可以进行简单的对话，向别人提出请求，并且听出对方的请求且给出答复。2）学生能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。3学习策略：学生通过小组对话学会与人合作，通过随机提问集中学生注意力。4情感态度：学生学会友好委婉地向别人提出请求以及给出答复。三、教学重点: 掌握怎样用本课新单词、句型来委婉地向别人提出请求以及给出答复。四、教学难点：掌握正确运用could you please +动词原形.委婉地提出请求。五、教学设计：StepI.warming up教师活动：本节课刚开始时，让学生快速说出上节

3、课学习的一些词组，比如 扫地Sweep the floor、打扫起居室Clean the living room 、倒垃圾Take out the rubbish、洗碟子do the dishes、铺床Make the bed 、叠衣服Fold the clothes.中英文反复切换考验学生的记忆力，同时激发学生积极性。然后用这些短语操练句型。学生活动：1）跟随老师回答问题。2）通过复习短语，为复习结构做准备。设计说明：教师通过复习旧知识，导入新知识，为接下来的听力练习做准备，可以让学生更加的熟悉句型，为听力减小难度。Step II Present & practice教师活动：Look at

4、 the picture. Thats 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.What does his father say? Now please listen to the tape and check yes or no in the chart.Play the tape twice. F

5、or the first time, they only listen. The second time, they check “yes” or “no”. Then check the answers with the whole class. T: We know the father says no to “stay out late” and “use the car”. What are his reasons? Lets listen to the conversation again. Draw lines to the reasons in the chart.Before

6、play the tape, ask a student to read the reasons given.Then play the tape. If necessary, play it again. Check the answers.学生活动：Help students to summarize different ways of answering the question “Could I please .?” Yes No I guess so. No, you cant. . Oh, yeah. Sure. Sorry, but . Yes, you can.设计说明：通过看

7、图听听力的方式降低难度，然后设置一些问题便于学生更好的掌握听力内容。句型的提问，为下面学生做pairwork做好铺垫。Step III pairwork教师活动：In this step, students will role play the conversation between Peter and his father in pairs.T: Now look at activity 2c. Work in pairs. Student A is Peter who asks if he can do things. Student B is Peters father who say

8、s “yes” or “no”. If you say “no”, give a reason. A: Could I use your computer? B: Sorry. Im going to work on it now. A: Well, could I watch TV? B: Yes, you can. But first you have to clean your room?学生活动：First get two students to read the sample conversation. Then students make their own conversatio

9、ns. 设计说明：通过对话练习让学生熟练掌握句型。Step IV Role-play教师活动：通过跟学生分享在家和兄弟姐妹们在一起会发生的事情，年长的姐姐哥哥总是会使唤弟弟妹妹去做家务活。引起学生共鸣，然后导入Role-play部分。让学生成对Role-play the conversation.另外找两个学生进行“同声传译”，出现“小小翻译家”。学生活动：积极参与这个活动，融入到活动中去。设计说明：创设情境，让学生主动参与活动，学会与他人交流，并且准确理解意思。教师活动：带领学生逐句翻译，讲解知识点。学生活动：认真听，及时给出回答。设计说明：让学生准确把握对话中所包含的重要知识点。1. he

10、lp out 动词短语，表示在某人繁忙或 遇到困难时“给予帮助”。help和out之间还可以加入具体的“人”。 He helped me out with my task 他帮我完成了任务。 They helped (us) out with the clean-up. 他们帮助我们做大扫除。2. at least 至少 We should brush our teeth at least twice a day. 我们每天应该至少刷两次牙。 3. be back 回来 4. any minute now 一种常见的口语表达法，相当于“随时；马上；在任何时刻”的意思，表示事情有可能在极短的时间

11、内发生或眼下就要发生。 minute还可以用second, moment, time等词替换。 e.g. Dont worry, he will come here any minute now. 别担心, 他会马上来这儿。 The guests are arriving any time now but were still not ready.客人即刻就到，但我们还没有准备好。Were expecting them any moment now. 我们期待他们随时到来。Step V Homework1. Try to remember the verb phrases you learnt in this lesson.2. Preview 3a and 3b on P19设计说明：让学生对所学知识进行复习巩固，达到完全掌握的程度，而且预习下一部分，对下节课的主要内容初步了解，便于课程的顺利进行。