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Unit3 Could you please clean your room?


一、Teaching Analysis教情分析

http://www.doczj.com/doc/149418241.html,nguage goals 语言目标

a、掌握以下短语:take out the rubbish, sweep the floor, make the bed, fold the



c、掌握以下句型:—Could I / you please..?

—Yes, sure. / Sorry, I can’t…

2.Ability goals 能力目标




3.Emotional goals 情感目标



4.Important and difficult teaching points教学重难点

1. 教会学生应用could礼貌地提出要求。

2. 教会学生用could礼貌地征求许可。

3 引导学生思考改进优化学习策略。

二、Student analysis学情分析

1. Fundamental State基本情况


2. Knowledge Reserve知识储备


3. Class data本班实际


4. Teaching methods教法建议

4.1 Situational teaching approach情景教学法

4.2 Question and answer method问答法

4.3 Discussion method 讨论法

三、Teaching procedures 教学进程

1 . Leading-in and warming-up 引入与激趣活动

Free talk

T tells Ss about the things she and her son did yesterday and ask a question“Can you guess what we did?” .

Ask some Ss about what they usually help their parents do. T Helps them answer the questions in English.

2 .New points input 新知输入

a、Language presentation

T shows some photos and asks a question, “What does he do every day? and teach these phrases about chores: Then T writes the phrases on the Bb:

do chores, do the dishes, make the bed, take out the rubbish, fold the clothes, do the laundry, clean the living room.

T asks Ss to read the phrases and remember them.

Look at these phrases and practice the conversation:

—Could you please take out the rubbish?

—Sure. / Sorry, I can’t. I have to finish homework first.

b、Activity 1a

c、Group work. Get Ss to work in groups and discuss the question, “Do you do these chores at home?”. Remember to use the key phrases.

d、Invite different Ss to report their discussion in front of class.

e、Practice the conversation:

Mom: Petter, could you please…?

Petter: Yes, sure. /Al l right. /No problem. /Certainly. /Sorry, I can’t. I have to do …

2.3 Listening practice 听力训练

2.3.1 Activity 1b

a、Pre-listening. Get Ss to look at 1b and the blanks on page 1 and ask the Ss to look at the blanks to help them make a prediction before listening. T plays the recording for the first time.

b、While-listening. Check the answers:

Peter’s mother: do the dishes , sweep the floor, clean the living room

Peter: take out the rubbish, make the bed, fold the clothes

c、Post-listening. Make conversations about the chores in 1a.


A: Could you please...?

B: Yes, sure. /All right. /No problem./Certainly./Sorry, I can't. I have to do.../Sorry, I can't. I am doing...

In this step, T may want the Ss to practice this key sentence patterns and know how to use them.

d、Activity 2a, 2b

2a and 2b provide listening practice using the target language.

e、Pre-listening. T can tell Ss to read the blanks and predict what the conversation talks about. Then play the recording for the first time.

f、While-listening. T can give Ss the opportunities to show their answers.

The answers to 2a:

Yes: go out for dinner, go to the movies; No: stay out late, get a ride

The answers to 2b:

stay out late—You have a basketball game. get a ride—I have to do some work.

If Ss give some incorrect answers, T can play the recording again.

g、Post-listening. As a post-listening task, T can ask Ss to talk about how to ask for permission.

2.4 Oral Output 口语输出

Activity 2d is a conversation between a girl and her brother. They talk about doing chores.

a、T can encourage Ss to read the conversation alone and find out the answers to the following questions such as,

Q1:What does the girl want her brother to do?

Q2: Does the girl allow her brother to finish watching the show?

Q3: Why does the girl do like that?

b、Get Ss to share their answers and check the answers together.

c、T can guide Ss to understand the whole conversation. T can play the recording for Ss to listen and repeat. Read the conversation in roles between the girl and her brother.

d、Ask Ss to practice several times and ask pairs to come to the front and act out the conversation .

2.5 Sentence interpretation 难句理解

1. Tony, could you please help out with a few things?

Could you take out the rubbish, fold the clothes and do the dishes?

结论:“__________________” 后面跟_________。意为“请你……好吗?”,是一个婉转地请别人帮忙的句型,情态动词could为______的过去式,但在以上句子只表达请求,

其语气比“Can you…?”更婉转客气,其否定句形式“__________________”。对“Could you please…?”做肯定回答时,可用“Sure. ”、“Of course. ”等,做否定回答时,可婉转地使用“No, I can’t./ Of course not./ Sorry. I have to…”等。

2. at least

意为“至少(可以或应该) ”,通常与could, should, must, might等情态动词连用,多指数量或程度上的最低限度。其反义词组为at most,表示“至多,不超过”。

3. finish后接名词/代词/动词-ing形式,不可接不定式。

4. any minute (now)意为“很快;马上”。

5. And she won’t be happy if she sees this mess.



He will be late for school if he gets up late.

If it rains tomorrow, we won’t go to the Great Wall.

2.7 Summary

2.7.1 Guide Ss to work in groups and talk about :What have you learnt in this period? Then ask the Ss to compete in groups, T can write down the phrases and sentences on the Bb.

1. New words and expressions

do the dishes, sweep the floor, take out the trash, make the bed, fold the clothes, clean the room

2. —Could you please…?

—Yes, please. / Sorry, I can’t.

3. —Could I…?

—Yes, you can. /No, you can’t.

2.7.2 Get the Ss to learn them by heart.

6. Homework 课后作业

1. How to be a better boy or a better girl? Write an article about your plan of next week. What chores are you going to do to help your parents?

2. Make a conversation between you and your mother/father, using the sentence patterns “Could you please …? /Could I ...?” .

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