资源简介

Unit 3 Could you please clean your room？Section A (1a-2d)
主题范畴
Topic of this unit: Make polite requests; Ask for permission.
Category: People and Themselves. It involves the labor
语篇研读
I. The analysis of texts
What: 1b is a conversation between Peter and his mom, Peter’s grandma will come so they decide to clean the house, so his mother makes some requests to ask Peter do housework. 2a&2b is a conversation between Peter and his dad. Peter wants to go out with his friends so he asks his father whether he can do the four things. The conversation in 2d is a conversation between a boy and his sister. The sister asks the boy do chores before their mom come back.
Why: The listening materials and the conversation are close to students’ daily life. By talking about them, students are guided to build the responsibility and learn to help parents with housework.
How: There is a sentence pattern to make polite requests: “Could you please do sth. ” and a sentence pattern to ask for permission: “Could I do sth. ”
教学目标、重难点
II. Teaching aims
1.In the activities of listening and speaking, get the information. (Learning &Comprehension)获取听力信息。
2.With the help of the teacher, role-play the conversation. (Application & Practice)角色扮演。
3. Evaluate the people briefly that appear in the listening and conversation. (Migration & Innovation) 简短评价听力和对话中出现的人。
4. Make a conversation about making polite requests or ask for permission. (Migration & Innovation)
根据卡片造对话。
教学重难点：
[Key words and phrases] rubbish, fold, sweep, floor, take out the rubbish, fold your clothes, sweep the floor, make your bed, help out, any minute now.
[Key sentence patterns]
--Could you please clean your room
--Yes, sure./Sorry, I can’t. I have to......
--Could I use your computer
--Sorry, I’m going to work on it now. I think two hours of TV is enough for you
教学目标 学习活动 效果评价
1.In the activities of listening and speaking, get the information. (Learning &Comprehension) 1.Play a video “My mom is not my servant”. Then answer the questions. 2.Sho the learning aims. 3.Show some pictures and ask students to judge whether these habits are good or not. 4.Show the picture and phrases. 5.Guess game: Ask some students to act the phrases and let other student guess what they are doing. 6.Listening: Finish 1b.7.Show the sentence patterns. 8.Listening: Finish 2a and 2b. Observe whether students can share their existing knowledge and experience, give more questions or encouragement as needed. Observe whether students can acquire the information in listening, and give guidance and feedback.
Intention: The learning activities at this stage are designed to help students understand the dialogue content in context, learn vocabulary and core language. Under the guidance of the teacher, they can gradually understand the content of the dialogue from the general idea to the details. By reading and fabricating dialogues, they can further understand the content of the dialogue, internalize the language, and lay the foundation for language output.
2.With the help of the teacher, role-play the conversation. (Application & Practice) 9.Act the conversations. Observe their use of the core language to communicate in the context, and gives guidance and feedback
Intention: On the basis of summarizing and organizing the core language, the learning activities at this stage guide students to use language through role play, then understand the meaning, promote language internalization, let students improve from learning and comprehension to application and practice, and prepare for the real expression late
3.Evaluate the people briefly that appear in the listening and conversation. (Migration & Innovation) 4.Make a conversation about making polite requests or ask for permission.(Migration Innovation) 10.Evaluate Peter: What do you think of Peter 11.Group work: Make your conversation. 12.Read the conversation in 2d and answer the questions. 13.Show some knowledge. 14.Show teaching’s saying. 15.Summary. 16.Exercise. 17.Homework. Observe students' performance on stage and give them encouragement or help
Intention: The learning activities at this stage are designed to help students use the language they learn creatively and communicate. From textbooks to reality, they can develop language skills.
达标检测I. Single choice 1.--Could you take out the rubbish and do the dishes, Tony --Sure. Mom will be mad if she sees this ________, I think. A. matter B.mess C.trouble D. difficulty 2. Two days ________ enough for me to finish the work. I need a third day. A. isn't B.is C.aren't D.are 3. John, please ______ your dictionary from the schoolbag and look up the new word. A. take away B. take up C. take off D. take out 4.Lily ________ her clothes carefully just now. A. fold B. made C. folded D.makes 5. Jack is new at the school, so he has ________ friends here. A. few B.a few C.little D.a little II. Fill in the blanks. 1.I ________(fold) the letter and put it in a book. 2.The old man volunteers to take away the ________(垃圾 ) around the neighborhood every day 3.The room is in a _________(杂乱). You should clean it up. 4.There are five books on the _________(地板). Please pick them up. 5.Please _________(打扫) the floor with the broom(扫帚) over there. 6.We should keep our school clean. We mustn’t put the r_________ everywhere. 7.Could you please help me do the d_________ after dinner 8.She f________ the clothes carefully after the clothes became dry. 9.Your room is in a m_________. Please tidy it up. 10.My sister is sweeping the f_________ and I am making the bed now. III. Translate the sentences. 1.能请你打扫一下你的房间吗？ ________________________________________________________ 2.我认为两小时电视对你来说足够了。 I think ________ ________ ________ is ________ ________ you. 3.我能用一下你的电脑吗？ ________________________________________________________ 4.妈妈随时会购物回来。 Mom will be back from shopping ________ ________ ________
作业布置 ※All students: List all the main phrases of doing chores that you know. ※No.1-No.3 in each group: Make a conversation between you and your mother, using the sentence pattern “Could you please ... ”
Could you please clean your room？Section A (1a-2d) 课后反思 新课程标准要求课程要实现育人目标，体现核心素养，不仅仅是单纯的教知识，也要通过英语实践活动提升学生的素养。第一单元属于“人与自我”的范畴，主体是“提出礼貌要求和寻求许可”。第一课时是听说课，重难点是用情态动词 could进行委婉提问：“Could you please do sth. ”和“Could I do sth. ”。回顾本堂课，我有以下几点反思。首先，导入环节能否抓住学生眼球，是本堂课成功的一半。我自己录制了一个绘本故事讲解视频，讲述了小熊做家务的事情，和本堂课内容充分联系，吸引了学生的眼球，把他们的思绪带入到本课的语境当中。同时用探索式的问题，让学生发表了自己的观点。其次，再听力活动的开展上，我利用猜测游戏提升学生的兴趣，做好了单词和短语的铺垫，也向学生介绍了听力技巧，帮助和引导他们顺利完成听力内容。接着，在创作对话的活动中，我让学生在小组内充分讨论，并且在巡视过程中给出一些指导和建议，帮助学生完善对话。最后，在教师寄语中，我进行了感情的升华，让学生认识到分担家务的重要性，培养他们的家庭责任感。在当堂检测中，我反复练习本课的重难点，帮助学生进行了巩固。通过检测，发现学生掌握的还不错，达到了本节课设定的目标。 不足之处在于，因本人感冒发烧，嗓音有些沙哑，课堂气氛没有充分调动起来。没有完美的课堂，只有追求完美的心。在今后的课堂中，我也会继续充分备课，反复磨课，多准备一些可以提升学习兴趣的小活动。路漫漫其修远兮，吾将上下而求索！

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