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课 时 教 学 设 计 首 页
授课时间：2022年 月 日
课题 Unit 3 Could you please clean your room Section B (2a-2e) 班级 备课教师
课型 阅读课 课时 4
核心素养与思政渗透 本课继续学习家庭事务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“实践创新”中的“劳动意识”一项，要求学生能够尊重劳动，体谅家人，主动参加家务劳动。在本课中，可通过对于孩子做家务问题的辩论引导学生认识到做家务是每个家庭成员的责任和义务，从而激发其劳动热情，督促其主动帮助父母分担家务，培养其独立意识。
课标分析 课标要求八年级学生能有明确的学习需要要和目标，对英语学习表现出较强的自信心。能读懂常见问题的小短文和相应水平的英语报刊文章。能尝试使用不同的教育资源，从书面材料中提取信息、扩展知识、解决简单的问题并描述结果。能在学习中相互帮助，克服困难。
教学目标 语言能力 通过阅读关于两位家长针对孩子是否应当承担家务劳动的杂志文章，能够正确理解和使用课文中的新词汇，复述课文人物观点和表达自己观点；能够运用略读策略理解两篇文章的主旨大意，提升阅读理解能力；
文化品格 能够增强体谅父母、公平公正、主动承担家务劳动的意识，并付诸于行动；
思维品质 能够通过针对孩子是否应当承担家务劳动的讨论，训练自己的思辨能力，找到能支持自己观点的理由，形成自己的思维观点，并能够在辩论中清晰表达出来，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关家长针对孩子是否该做家务的观点看法，保持英语学习兴趣；通过略读等策略的感悟、体验和学习，提升阅读理解能力；通过小组合作，树立团队协作意识。
教材内容分析 2a-2e是阅读部分。阅读语篇从家长的角度出发，针对学业负担日趋加重的今天，孩子是否应当承担家务劳动展开讨论。2a是阅读前的准备活动，2b是快速阅读的读中活动，2c要求学生仔细阅读文章，将不同观点分类总结。2d是阅读后聚焦语言学习的活动，2e通过问题的形式进一步启发学生思考。
重点 课文中所涉及到的新词汇和表达，如a waste of time等； 增进对于议论文体文章的理解力，有效获取观点、理由陈述等信息；
难点 有效帮助学生利用略读等方式获取信息，把握文章主要观点和支持与反对的理由，清晰有逻辑地表达自己的看法及理由。
学情分析 通过前面的听、说、读活动，学生已经掌握了一定的有关家务劳动、家庭事务的词汇和利用情态动词could礼貌提出请求和征询许可的句型，具备了一定的听、看、说、读技能。对于与自身生活紧密联系的家务劳动话题，学生也乐于积极分享自己的看法和观点。对于家长如何来看待此问题，他们还是非常想要了解的，由此可引发阅读期待，设置层层递进的任务引领学生感知和了解议论文体的文章类型，体验观点和理由的提取过程和表达尝试。
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Step 1. Lead-in (Pre-reading). 1.Quick minds Ss: The story between sister and brother / Nancy and her mother. Ss: chores. 2.Free talk Ss: We can take out the rubbish /do the dishes... Look at the pictures and think about T’s questions. Share their ideas in class. Step 2. While-reading. 1.Skimming. Read the two letters quickly. Find out which one agrees and which one disagrees 2.Scanning. Read again carefully and find out the pros and cons about kids doing chores. Then, Read the letters and finish the tasks. After that, find the phrases in 2d in the letters, and make sentences with them. Step 3. Post-reading. Make a summary. Have a conclusion of the structure of the letters with the teacher’s help. 2.Jigsaw (拼图游戏) the mind- map of the letters. 3.Debate Competition. Express their own opinions, the group which has more opinions is the winner. Step 4. Conclusion. Let Ss look at the picture and find the main character. T: These stories are about: T: What chores can we do Guide Ss to review the phrases they have learnt. T: How about you What do you do to help your mom at home When you do chores, what’s your feeling Is that you T: Do you think children should help out with chores What are parents’ idea Let read the passage together. Remind Ss of the reading strategy. (Tip: This means looking quickly through a piece of writing to find the main idea without reading every word. It is a good idea to read the first sentence in each paragraph a little more carefully.) First, ask Ss to read the body parts of the letters carefully and finish the form in 2c. Q1:Why does Ms.Miller think there is no need for kids to do chores now Q2:Mr. Smith thinks these days children depend on _________________. Q3:Ms. Miller thinks doing chores is not difficult. T or F Q4:Mr. Smith’s neighbors’ son looked after himself well during his first year in the college. T or F Make sure Ss can understand all of the phrases in 2d. Invite some of them write their sentences on the board. Based on the letters, guide Ss to sum up how to show ideas. (Topic sentence, reasons and conclusion. ) According to the mind-map, guide Ss to retell the letters. Divide Ss into 2 parts, one agrees Ms Miller,(Kids shouldn’t do chores.)the other agrees Mr Smith. ( Kids should do chores.) Give some tips for the debate. T: Anyway, when we are free , we should try to help our parents do some chores. T: After all, it’s not easy for our parents to work all day and do chores all night. 通过文本再现引导学生回忆之前所学发生在不同家庭成员关系中的故事，激活学生脑海中的图式，为接下来的阅读做好准备。 通过快速阅读每封信件的首尾句，就可以准确获取作者对于孩子是否应当承担家务劳动的态度和观点。将阅读策略教学渗透在阅读实践中，引导学生运用体会。 通过认真寻读，依次找出两位家长各自持有的赞成原因和反对原因，加深对文本内容的理解，并逐渐明晰议论文体的结构。 通过表格信息的收集，引导、训练学生对文中信息的筛选、判断及归纳能力，从中整理出作者的观点，同时，也可以将课文中生词及语言难点分散学习，降低语言给学生带来的阅读障碍。 要求学生依次读出活动2d所列语块，并说出意思，再找出课文例句进行朗读、学习，以保证学生能够理解意思掌握用法，提高造句的准确性。 利用拼图游戏提高学生学习兴趣，对文本对要点归纳和提炼，提高学生的逻辑思维能力。 通过针对学业负担日趋加重的今天孩子是够应当承担家务劳动展开的辩论，既有机会再次运用课文中所学语言，增强语言表达的逻辑性和缜密性，又提升了自己的思辨能力和团队协作能力。 总结升华，强化学生体谅父母、分担家务的意识。
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Ⅰ. 根据句意及首字母提示补全单词。 1.Mike, since we don't need these things, why w　　　　 money on them 2.My cousin is a great businesswoman. She d　　　　 the company from nothing. 3.My brother d　　　　 on our parents too much. He can't make decisions by himself. 4.Going away to college has made me much more i　　　　. 5.From the story, I learned that a good n　　　　 is better than a brother far off. Ⅱ. 阅读理解。 Do your parents help you with schoolwork or other events Do you think they are giving you too much help Du Peng, 18, from Hebei, has a story to share. He said that while in middle school, his mother asked him to enter an English speaking competition. To help him win, Du's mother once asked an English teacher to help write a speech draft(草稿). “Although I got good results at the competition, I didn't feel proud,” Du said. Du is not alone. Nearly 90 percent of Chinese parents said that they often helped their kids too much in school, according to a recent survey of 1,540 parents done by China Youth Daily. Children, on the other hand, want to do things by themselves. “Doing things ourselves gives us a strong sense of achievement,” said Liu Jiawei, 13, from Jilin. “We will leave our parents sooner or later. So it's better to develop skills and live independently as early as possible.” Some, however, think parents have good reasons to help. Jiang Qi, 12, is from Beijing. He said that his parents would sometimes help him by making PowerPoint presentations and creating handmade works. “If my parents didn't help me while other students still got help from their parents, I would be criticized(批评) for not doing as well as others,” Jiang said. “If schools could set more reasonable criteria(标准) and stop unfair competition, the situation would be improved,” Jiang's mother said. ( )6.How might Du Peng feel when he won the English speaking competition A.Very proud. B.Very happy. C.A little lucky. D.Just so-so. ( )7.According to China Youth Daily's survey, about 　　　　parents helped their kids too much in school. A.1,540 B.1,386 C.752 D.68 ( )8.What does the underlined word “independently” mean in Chinese A.独立地 B.自由地 C.谨慎地 D.快乐地 ( )9.Who thinks it's OK to get help from parents with schoolwork A.Du Peng. B.Liu Jiawei. C.Jiang Qi. D.Jiang Qi's mother. ( )10.What's the best title of the passage A.Why do your parents do too much B.Are your parents giving you too much help C.How can parents help their children D.Do your children feel lucky
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Unit 3 Could you please clean your room (Section B 2a-2e)
作 业 设 计
Level A Write a passage to express your ideas about kids doing chores at home.
Level B Ask your parents if you should do chores, and write down your parents’ opinions in English.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2022年2月 日
课题 Unit 3 Could you please clean your room Section B (1a-1d) 班级 备课教师
课型 听说课 课时 3
核心素养与思政渗透 本课继续学习家庭事务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“实践创新”中的“劳动意识”一项，要求学生能够尊重劳动，体谅家人，主动参加家务劳动。在本课中，通过讨论孩子和家长在准备聚会等家庭事务方面的不同分工及关系，可引导学生继续探索家庭亲情与家庭义务的重要性，意识到应对独立承担或帮助父母做适当的家务持有积极的态度。
课标分析 课标要求八年级学生能听懂接近自然语速、熟悉话题的简单语段，获取主要信息，能引出话题并进行几个话论的交谈，并能在教师的帮助下或根据图片用简单的语言描述自己或他人的经历，能参与角色表演等活动，使用正确的语音、语调。
教学目标 语言能力 能够在为聚会做准备的情境中正确使用关于准备活动的动词短语和情态动词could，以听说等方式理解他人的请求和征询许可；
文化品格 能够意识到在家庭事务中，要主动分担、合理分工，必要时向父母求助；
思维品质 能够在听说活动中准确获取并清晰表达有关家庭事务和分工的信息，提高思维的逻辑性和发散性；
学习能力 能够通过谈论聚会前的准备工作，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；通过小组合作，提升协作能力。
教材内容分析 B部分是对本单元主题的发展和纵深讨论，侧重孩子和家长在家庭事务方面的不同分工及关系。1a让学生通过语境提示判断各种情况是属于征询许可还是提出要求；1b让学生创编简单的对话；1c让学生通过听录音勾选所听到的短语，了解听力描述的场景内容；1d再听明确聚会前大家的分工以及一些注意事项；1e让学生举一反三，完成输出的语言任务。
重点 有关家庭事务的短语表达； 情态动词could表示礼貌请求和许可征询的恰当使用；
难点 清楚区分家庭成员的不同分工，将短语合理分类，能借助提出请求和许可征询的句型结构有逻辑地、清楚地表达；
学情分析 通过A部分的学习，学生已经熟练掌握了一些有关家庭事务的单词、短语以及提出请求、征求别人许可的句子，为本节课的听力以及对话训练奠定了一定的基础，因此学生们能够对熟悉的话题展开对话，并能够听懂有关的情景对话。
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Step 1. Warm up and revision. Chant time. Look at the screen and chant with T together. While chanting, clap their hands. Step 2. Before-listening. 1）Watching a video. Watch a video and think about the question. Then talk about it. 2）Discussion. Have a discussion about the questions with their partners. With the help of the pictures, learn and say out some phrases. Ss: Study hard / do chores / go to the store/supermarket to buy things for them. Ss: Buy drinks/snacks / lend money to me 3）Game. Have a responsibility division. 4）Talk time In 1b, use the phrases in 1a to make conversations . Ss(Child): Yes, I can. Ss(Child): Could I invite my friends to a party Sa: do the dishes... To learn phrases in 1a. Step 3. While-listening. Finish 1c. Listen to a conversation between Sandy and her mom. Check (√) the things in 1a that they hear. Then finish 1d. Listen again and fill in the chart. Check the answers. Sa: Sandy’s mom is going to buy some drinks and snacks. Step 4. After-listening. Talk about the following things with your partner. Sa: Would you like to come to my birthday party Sb: Yes, I’d love to./Sorry, I can’t. I have to… Sa: Could you please take out the rubbish Sb: Yes, sure./No, I can’t. I have to do… Step 5. Conclusion. Reread the sentences with “could” and sum up the different usages. Guide Ss to chant with T together: Could you please sweep the floor, sweep the floor, (sweep, sweep) Could you please clean the living room, clean the living room, (clean, clean) Could you please take out the rubbish, take out the rubbish, (take out, take out) If we are free, we all say ‘‘Yes, sure’’. Could you please do the dishes, do the dishes, (do, do) Could you please make the bed, make the bed, (make, make) T: What should we prepare for the party？ Q1: Do you help your parents do the chores at home Q2: Do you always ask your parents’ permission for Q3: Do your parents ask you to do a lot of things for them Show some pictures and answer the questions. T: What do your parents ask you to do T: What can you ask your parents to do Present some pictures to guide Ss to judge “parents” or “teenagers”. T(Parent): Could you clean your room T(Parent): No, you can’t have a party. You have a test on Monday. T: If you are having a party, what should you do before the party T: Now, Sandy is going to have a party. What are Sandy and her mother going to do Play the recording three times and ask Ss to finish the listening activities. 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 rubbish 8. make your bed T: You are having a party. Invite your partner to come to your party and ask for help with these things. Invite several pairs to show their conversations. *Could I do... 礼貌地征询许可 *Could you (please)... 礼貌地提出要求 T: Activity is the only road to knowledge. 通过打节拍唱歌谣，引导学生复习之前所学有关家务劳动和could表请求和征询许可句型，为新课热身，激发学生学习兴趣，活跃气氛。 在听前利用视频创设为聚会做准备的情节，利用问题和图片引导学生学习相关词汇和区分提出请求和征询许可的不同使用对象，为听力活动做好语言铺垫。 注意音形义的结合，引导学生根据读音规则和音标拼读单词。 通过猜测游戏的形式形象生动地帮助学生理解提出请求和征询许可句型的使用场合和对象，感受语用功能，有助于加强听力理解。 听中进行听力策略的渗透，如听每遍录音时应有所侧重：第一遍利用关键词抓住主题，第二遍与动作实施者联系，提取具体细节等。 核对答案时，注意引导学生用完整的句子汇报答案，加强语句层面的练习，为听后的口语交流做好铺垫。 要求学生两人一组，仿照1e的示范开展口语对话。在巡视指导时，适时选择学生上台示范表演，以供大家借鉴学习。 适时点评，对表现突出的学生要给予表演，对积极参与者做出肯定，对有欠缺者提供帮助、提出希望。 总结could用法，对主题进行升华，引导学生知行合一、付诸实践。
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Ⅰ. 根据汉语提示完成句子。 1. 我能和我朋友外出吃晚饭吗？ Could I __________________ with my friends 2. 看完电影后我们能买点喝的吗？ Could we _____________________ after the movie 3.你能带狗去散散步吗？ Could you please _____________________ 4.你能倒垃圾吗？ Could you please_____________________ 5.可以，但我想先看一个节目。 OK, but I _____________ one show first. Ⅱ. 短文填空。 July 21st,2020 ABC EnglishEDUCATIONStudents Taught to Love Parents 　　A middle school in Wuhan has stood out among other schools in students’ love and care for their parents. The students are asked to spend at least one hour doing housework for their parents or giving some help in the neighborhood every Sunday, Mother’s Day and parents’ birthdays. The school aims(旨在) at turning the students into well mannered(有礼貌的) children. The students, mostly from one child families, were taught to be a good child under strict rules. For example, they are now used to saying good bye to parents in the morning before they go to school. And no one forgets to say hello to the parents when they return from school. The parents are pleased to find their children can help them with some housework such as making beds, washing and cooking. From Wuhan Post
( )1.　　　　first reported the news “Students Taught to Love Parents”. A. ABC English B. Wuhan Post C. Parent Daily D. School News ( )2.In which part of the newspaper can we read the news A. CULTURE. B. FAMILY. C. EDUCATION. D. HISTORY. ( )3.Who started the project A. The parents. B. The newspapers. C. The neighborhood. D. The school. ( )4.What can we know from the news A. The school aims at winning a good fame. B. The students were not well mannered at home. C. The parents are happy to change their children. D. The project can guide the students on how to love their parents.
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Unit 3 Could you please clean your room (Section B 1a-1d)
作 业 设 计
Level A You are having a party at home this Sunday. You need some help. Please write an email to your friend to ask for help.
Level B You are having a party at home this Sunday. You need some help. Please make a list of things to do.
教 学 反 思
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授课时间：2022年 月 日
课题 Unit 3 Could you please clean your room Section B (3a-self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课继续探讨“青少年在家应不应该做家务”，话题对接中国学生发展核心素养中的“社会参与”之“实践创新”中的“劳动意识”一项，要求学生能够尊重劳动，体谅家人，主动参加家务劳动。在本课中，可引导学生在学习本话题下的议论文写作过程中，体谅父母的辛劳，培养勤做家务的良好习惯。
课标分析 课标要求八年级学生能有明确的学习需要要和目标，对英语学习表现出较强的自信心。能合作起草和修改简短的叙述、说明、指令、规则等。能尝试使用不同的教育资源，从书面材料中提取信息、扩展知识、解决简单的问题并描述结果。能在学习中相互帮助，克服困难。
教学目标 语言能力 能够掌握议论文的写作思路和方法，写出一篇简单的议论短文；
文化品格 能够体会父母的辛劳，培养自己勤于做家务的习惯，增强独立意识；
思维品质 能够在老师的帮助下，通过对于孩子是否应当承担家务劳动问题的思考，提升思维的批判性；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过游戏等形式的学习和复习，保持英语学习兴趣；通过写作策略的感悟、体验和学习，以及自批与互批作文，提高思辨能力和写作能力。
教材内容分析 本课中的两个写作活动，实际上是阅读文章辩论观点的延伸，目的是使学生在阅读理解的基础上学会表达自己的观点。活动3a是写作前的语言准备活动，学生通过表格，用分类笔记的方式整理支持不同观点的理由；活动3b让学生在提供的写作框架上充实自己的观点，完成写作任务。
重点 本单元所学关于家庭事务话题下的词汇和表达的正确运用； 议论文写作能力的训练，如能流畅且有逻辑性地组织句子，合理安排语篇结构等；
难点 内化并正确运用所学语言知识和议论文的篇章结构知识，运用英语思维进行习作，并注意到语篇的整体性、结构性、逻辑性。
学情分析 学生在写作之前，已阅读了关于美国家长对孩子是否应该做家务的不同看法的文章，学习了用情态动词could委婉地表达请求许可的用法，并已积累了一些关于做家务和杂物的短语。八年级学生已经开始形成自己独立的观点，并有能力寻找论据支持自己的观点。但学生初接触议论文，对于文体特点和写作思路尚不清楚。故在设计时，需提供范文，分析篇章结构，以帮助学生提高议论文写作的能力。
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Step 1. Lead-in. Play “Quick minds” game. Say the phrases as quickly as they can. Then translate several sentences. Watch “Mother’s song”. Step 2. Pre-writing. Brainstorm the reasons and discuss in groups of four. Share their opinions and reasons in class. Step 3. While-writing. With an “Oreo”, try to understand the structure of an argumentation. Examining the topic. Listing key points. With the T’s help, list the key points on paper. Adding linking words. Add some linking words and phrases to make the sentences and the passage pare the sentences and know how to write better with good sentence patterns and master some advanced sentence patterns, and try to improve the passage with good sentence patterns. Making the passage beautiful and fluent. With the T’s help, appreciate the sample writing and sum up writing skills. Write their own passages for 8 minutes. Step 4. Post-writing. After finishing writing, have a self-check for 3 minutes. Appreciate a good passage and evaluate it together. Step 5. Conclusion. Present some “balloons” with some phrases in Chinese on them. Ask Ss to translate them into English. T: Chores mean clean, but not “Mother clean”. T: Do you think students should do chores or not at home According to Ss’ opinions, divide them into two sides: “agree” and “disagree”. Provide some sentence structures on “how to express opinions on something” to help Ss. Show students how to write an outline of a passage. Teach students five writing skills. T: First, show your opinion about chores. T: Second, explain the reasons”why”. T: Third, list examples to prove your ideas. Present different kinds of linking words for Ss. ①.表示并列或递进: and, both…and, not only…but also, neither…nor… ②.表示结果: so…that, too…to… … ③.表示转折: but, however, although, though... ④.表示因果: because, so, therefore, as a result… ⑤.表示条件: if , unless… ⑥.表示对比: on the one hand…on the other hand… ⑦.表示解释: for example, such as… ⑧.表示顺序: first, first (of all), to begin with; second, next, later, finally, in the end… ⑨.表示目的: to, in order to, in order that… ⑩.表示结论: all in all, in a word… Then, ask Ss to share their passages with partners and evaluate each other according to the evaluation sheet. T: Is it just parents' job to do chores T: As one of your family members, you should do chores together with your parents! 通过快速反应游戏，激活学生旧知，复习课文中所学、本课中将用的语言点和句型。通过妈妈之歌，让学生能够体会父母的辛劳，增强感恩、分担、劳动意识； 引导学生回顾2b课文中所摆出的观点，并加入自己新的观点进去，同时注意语言的准确性与多样性。 巧妙利用“Oreo”结构引导学生理解和记忆议论文的篇章结构，将语篇知识形象化，方便学生记忆和套用。 培养学生审题意识，包括体裁、人称、时态。 培养学生议论文写作“微技能”，为写作搭建篇章结构的支架。 对教材内容进行拓展开发，补充不同种类的连词，帮助学生丰富语言表达，为写作做准备。 引导学生依据好作文的几点要素分析范例，从篇章结构、开头、结尾布局，再到词句的运用、书写等细节，具体详细地进行写作技巧指导，为后面的写作做准备。 在提供文章结构及语言支持的基础上，让学生在限定的时间内完成作文，帮助学生提高写作效率，养成高效自主学习的习惯。 完成习作后，要求学生朗读自己的习作，自我欣赏，并依据Oreo结构进行自我检查与修改。之后，学生交换习作，相互欣赏与评价。 之后若有时间可进行当堂二次重写。 再次点题，引导学生认识到家务劳动的必要性和体谅父母的重要性。
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Ⅰ. 根据汉语意思完成下列句子，每空一词。 1.我们不介意做家务。 We don't mind . 2.对孩子们来说，有一个舒适的环境很重要。 It is important for kids . 3.我们明天越早到那里越好。 we get there tomorrow, . 4.我能用一下你的字典吗 your dictionary 5.为了给父母惊喜，她做了一个美味的蛋糕。 She made a delicious cake her parents . II.完形填空。 Very few people like 1. chores around the house. However, we all know that people must 2. them. Kids living 3. Washington have chores 4. to help their family every day. The chores 5. different for different kids. Parents often teach 6. what to do and how to do the chores. 7. is good for parents to teach their children to do chores at an early age. Many parents think chores are important 8. children even very young ones. Doing chores 9. children many important skills. Chores also teach children about fairness and commitment(承担义务).The skills and values(价值观)learned 10. doing chores will be good for children throughout their lives. ( )1.A.do B. does C. doing D did ( )2.A.do B. does C. to do D. doing ( )3.A.on B. at C. for D. in ( )4.A.do B. to do C. doing D. does ( )5.A.are B. is C. be D.am ( )6. A. they B. them C. their D. theirs ( )7. A. This B. That C. It D. He ( )8.A.for B. of C. in D. with ( )9.A.teach B. teach C. taught D. to teach ( )10.A.by B. with C. to D. at
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Unit 3 Could you please clean your room (Section B 3a-Self check)
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Level A Write a passage to share one of your experience of helping out with housework at home and talk about your opinions on it.
Level B Make a chart to record your classmates’ opinions and reasons about kids doing chores.
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