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Unit 11 Could you please clean your room ?

作者:佚名   发布时间:2011-01-09 07:55:24   浏览次数:777

 Unit  11  Could you please clean your room ?
      I. Teaching aims and teaching demands:
      In this unit students learn to make polite requests and ask for permission
      .
      II. Teaching key and difficult points: 
      C.      Vocabulary
      do the chores, do the dishes ,sweep the floor, take out the trash, fold
      the clothes, clean the living room , do the laundry, wash the car, buy
      some drinks and snacks, borrow some money, invite your friends teenager,
      hate, take care of , feed
      Recycling: make the bed, say out late, use the car ,get a ride, cook,
      clean, fun, boring, relaxing, CD player
      B. Target language
      Could you take out the trash? Sure.
      Could I 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.
      D.    Structures
      Could for a polite request   Could for permission   Make versus do
      III. Teaching methods: Audio-lingual methods and PPP
      IV. Teaching aids:      a tape recorder
      V. This unit is divided into five periods.
      
      Period I
      I. Teaching aims and demands:
      Students learn to make polite requests and ask for permission.
      II. Teaching key and difficult points: 
      C.    Vocabulary
      do the dishes , sweep the floor, take out the trash, make your bed, fold
      your clothes, clean the living room, make the bed
      D.    Target language
      Could you sweep the floor ? Yes , sure.
      III. Teaching methods: Audio-lingual methods and PPP
      IV. Teaching aids:      a tape recorder
      V. Teaching procedure
      Step 1. Revision
      Say to the students, I want to borrow a pen. What can I do ?
      Please give me your pen. Pass your pen to me, please.
      Say ,There is another way polite way to ask for something.
      Write Could you please give me your pen? on the board.
      Repeat the question.
      I am going to go home .OK?→ Could I go home now? (more polite)
      Can I borrow your bike? → Could I borrow your bike?
      Can I use your dictionary?
      Step 2. Presentation
      This activity reviews earlier vocabulary and introduce some new words.
      Task 1 . Point to the items under the heading Chores in the chart .Ask the
      students what the chores means.(A chore is a job you do at home.)Then
      point to the items again and read each one to the class .Ask the students
      to explain the each chore in their own words and say if they do it or not.
      For example , a student might say, After we eat breakfast the dishes are
      dirty. We have to do the dishes. Do the dishes is the same as wash the
      dishes.
      Task 2. Then read the instructions.
      Task 3. Ask the students to find a partner.
      Task 4. Find out which two chores most students do at home.
      Read and repeat the phrases.
      Step 3. Understanding the target language in spoken conversation.
      Task 1. Read the instructions.
      Task 2. Play the recording the first time. Students only listen.
      Task 3. Play the recording a second time. And fill in the chart. Then
      check the answers.
      Step4. Pairwork
      Ask the students to look at the picture above and ask your partner to do
      the chores that you see.
      Homework
      1.      Make up your own conversations.
      2.  Make six sentences with the target language.
      
      Period Ⅱ
      I. Teaching aims and demands :
      Students learn to make polite requests and ask for permission.
      II. Teaching key and difficult points:
      A.     Vocabulary
      stay out late, use the car, get a ride, go to a meeting, clean your room,
      B.     Target language
      Could you please clean your room? Yes, sure.
      Could I please use the car?  No, you can’t. I have to go out.
      Could I please go to the movies? Yes, you can.
      Could I borrow the car?
      Sorry, but I need it . I have to go to a meeting.
      I have to make the bed and do chores.
      III. Teaching methods: Audio-lingual methods and PPP
      IV. Teaching aids:      a tape recorder
      V.Teaching  procedure
      Step 1. Revision
      Task1. Check the homework. Ask and answer.
      Task2.Revise the vocabulary.
      Step 2. Listening and understanding
      Task1.Read the instructions. Learn the key vocabulary.
      stay out late, use the car, get a ride, go to a meeting, clean your room,
      Read and repeat the phrases.
      Task2.This conversation is between Peter and his father. Listen and fill
      in the chart with yes and no. Then check the answers.
      Step 3.Listening
      Listen carefully and find out why Peter’s father says ‘no”. Draw lines to
      the reasons in the chart above.
      Step 4. Pairwork
      According the sample conversation , ask and answer in pairs.
      Then ssk and answer in pairs in class.
      Step 5. Grammar Focus
      Could you please clean your room? Yes, sure.
      Could you please do the dishes? Sorry, I can’t. I have to do my homework.
      Could I please use the car?  No, you can’t. I have to go out.
      Could I please go to the movies? Yes, you can.
      Pay attention to the questions and answers, ask and answer loudly.
      Homework
      1.      Review the conversation and the vocabulary.
      2.      Write your own conversations on making permission. .
      
      Period Ⅲ
      I. Teaching aims and demands :
      Students learn to make polite requests and ask for permission.
      II. Teaching key and difficult points:
      A. Vocabulary
      hate , do the laundry, wash the car, do the dishes , sweep the floor, take
      out the trash, make your bed, fold your clothes, clean the living room,
      make the bed
      B. Target language
      I like doing, I hate to do …because …,I don’t like doing…because…
      III. Teaching methods: Audio-lingual methods and PPP
      IV. Teaching aids:      a tape recorder
      V.Teaching procedure
      Step 1. Revision
      Revise the vocabulary and the key structures.
      Step 2. Practice
      Read the instructions.  Read the conversation to the class with a student.
      Ask the students to fill in the blank with the word make or do.
      Then ask and answer in pairs.
      Step 3. Pairwork
      Ask two students to read the sample phrases.
      Have the students to make a list of chores in activity 1a.Say , These are
      some chores people have to do. Write down some others. Then write a list
      of chores you have to do.
      Step 4. Games
      A: Making the bed.  B: I don’t like making the bed.  C: Because it’s
      boring.
      Homework
      1.Review the phrases.
      2.Write your own conversations about chores.
      Period Ⅳ
      I. Teaching aims and demands :
      Students learn to make polite requests and ask for permission.
      II. Teaching key and difficult points:
      A. Vocabulary
      teenager, buy some drinks, borrow some money, use your CD player, snacks,
      disagree, invite your friends, clean the living room, 
      B. Target language
      Could you buy some drinks and snacks?
      Could I invite my friends to a party on Saturday?
      III. Teaching methods: Audio-lingual methods
      IV. Teaching aids:      a tape recorder
      V. Teaching procedure
      Step 1. Revision
      This activity introduces the key vocabulary.
      Read the instructions in 1a. Read the items in the chart. And then fill in
      the chart on their own.
      Step 2.  Pairwork
      Make your own conversations about the items in activity 1a.
      T: Teenagers say, Could you clean your room ?
      S: No, I disagree. Parents say, Could you clean your room?
      Do a second example if the students wish. Then the students work in pairs.
      Ask several pairs to say their conversations to the class.
      Step 3.Listening
      A.     Listen carefully and check the things in activity 1a that you hear
      .Then check the answers .
      B.     Listen again and fill in the chart.
      Step 4. Pairwork  Practice: Could you take out the trash?  --Yes, sure.
      Homework
      Review the vocabulary . Write your own conversations about chores.
      
      Period Ⅴ
      I.Teaching aims and demands :
      Students learn to make polite requests and ask for permission.
      II. Teaching key and difficult points:
      A.Vocabulary
      take care of, take him for a walk, move to a new house, work on, forget,
      use
      B.Target language
      Could you please clean your room? Yes, sure.
      Could you please do the dishes? Sorry, I can’t. I have to do my homework.
      Could I please use the car?  No, you can’t. I have to go out.
      Could I please go to the movies? Yes, you can.
      Pay attention to the questions and answers, ask and answer loudly.
      III. Teaching methods: Audio-lingual methods and Control-writing.
      IV. Teaching aids:      a tape recorder
      V.Teaching procedure
      Step 1. Revision
      Task1. Check the homework. Ask and answer.
      Task2.Revise the vocabulary.
      Step 2. Reading and writing
      Task 1.Teach these words: take care of, take him for a walk, move to a new
      house, work on, forget, use.
      Task 2. Ask the students to read the e-mail message on their own.
      Task 3. Ask the students to complete the chart on their own.
      Step 3.Reading and writing
      Task 1. Read the instructions.
      Ask a student to read the beginning of the e-mail message. Then finish the
      message. They can get ideas about things to write from activities1 and 2
      on Page 76.
      Task 2. Ask some students to read their messages to the class.
      Step 4. Writing on your own.
      Imagine you are going to move to a new house. Write an e-mail message to a
      friend and ask him or her for help.
      Step 5. Groupwork
      Work in groups of three. Student A, look at page 94.Student B, look at
      page 95.Student C, look at page 96.
      Step 6.Self Check
      Ask the students to do the exercises on their own .Then check the answers.
      Homework
      1.Review the vocabulary .  2.Finish off the exercises.
      Unit12 What’s the best radio station?
      Ⅰ.Teaching aims and demands:
      Students learn to make comparisons and discuss preferences.
      Ⅱ.Key and difficult points:
      E.     Vocabulary
      1.         theater, cinema
      2.         trendy, quality, comfortable, close to
      3.         seat, screen, jeans, performer, radio station
      4.         new, big, friendly, fun, boring, popular, cheap, service,
      creative, clothes, clothing, store, music, piano, actor, music video, TV
      show
      F.     Target language
      1.         What’s the best cinema?
      Showtime Cinema. It’s the cheapest.
      2.         Jason’s has good quality clothes.
      It’s better than Trendy Teens.
      Jason’s is the best store in town.
      G.    Structures
      Superlatives with –(i)est, the most
      Irregular comparisons good, better, the best, bad, worse, the worst
      H.    Grammar
      The superlative degree of adjectives.
      Ⅲ.Teaching aids :
      A tape recorder
      Ⅳ.Teaching methods:
      Audio-lingual method; Communicative Approach; PPP
      Ⅴ.This unit is divided into five periods.
      
      Period One  Listen and speak
      Ⅰ.Teaching aims and demands:
      Students learn to make comparisons and discuss preferences.
      Ⅱ.Key and difficult points:
      A. Vocabulary
      1.         popular, comfortable, worse, worst, biggest, closest,
      friendliest, funniest, cheap, cheapest, pretty bad
      2.         service, clothing store, radio station, part, price, screen,
      seat
      B. Target language
      1  What’s the best cinema?
      Showtime Cinema. It’s the cheapest.
          2  Jason’s has good quality clothes.
      It’s better than Trendy Teens.
      Jason’s is the best store in town.
      E.     Structures
      Superlatives with –(i)est, the most
      Irregular comparisons good, better, the best, bad, worse, the worst
      F.     Grammar
      The superlative degree of adjectives.
      Ⅲ.Teaching aids :
      A tape recorder
      Ⅳ.Teaching methods:
      Audio-lingual method; Communicative Approach; PPP
      Ⅴ.Teaching procedures:
          Step 1 Warming up
      Task 1 Ask students about the stores they like to go to. Write the names
      of these places on the board.
      Task 2 Help students compare the three stores using the words good,
      better, and best.
          T: Where do you buy CDs?
          S1: I buy CDs at Great Records and New Music.
          T: Does Great Records have good CDs?
          S2: I think New Music has better CDs.
          T: Who has the best CDs?
          S3: The Music Mega Store.
      Step 2 Key vocabulary
      Task 1 Read the instructions.
      Task 2 Read each item to the class. Ask the students to explain what the
      word or phrase means in their own words.
      Task3 Ask students to decide which of the things are important and which
      are not important. Write their answers.
      Task4. Find out which items students think are most important.
      Step 3 Target language
      Task 1 Read the instructions.
      Task 2 Point to the chart. Explain the meaning of any phrases students
      don’t know.
      Task 3 Point to the list of Movie theaters in the instructions and the
      blank lines under the Movie theater heading.
         Task 4 Play the recording the first time. Students only listen.
         Task 5 Play again. Ask students to write the names of each movie
      theater on the blank line.
         Task 6 Check the answers.
      Step 4 Pair work
      Task 1 Ask students to look at the pictures in activity 1a. Then ask
      students to read the sample conversations in activity 1c.
      Task 2 Ask students to read the instructions to the class .
      Task 3 Ask students to work in pairs and make their own conversations
      about the movie theater in the picture.
      Task 4 Ask some pairs to present one or more of their conversations to the
      class.
      Ⅵ Homework
      1 Remember the vocabulary and the target language.
      2 Review the superlative degree of adjectives.
          
      Period Two  Listen , speak and Grammar Focus
      Ⅰ.Teaching aims and demands:
        Revise the target language, and complete the listening practice;
        Learn Grammar Focus.
      Ⅱ.Key and difficult points:
      A. Vocabulary
      1. jeans , trendy, funky
      2.radio, FM(=Frequency Modulation),AM(=Amplitude Modulation)
      B. Target language
      1. I’m a reporter. Can I ask you some questions?
        Sure.
      2. What’s the best clothing store in town?
        I think Jason’s is the best.
      3. Why do you think so?
        Jason’s has...
      E.     Structures
      Superlatives with –(i)est, the most
      Irregular comparisons good, better, the best, bad, worse, the worst
      F.     Grammar
      The superlative degree of adjectives.
      Ⅲ.Teaching aids :
      A tape recorder
      Ⅳ.Teaching methods:
      Audio-lingual method; Communicative Approach; PPP
      Ⅴ.Teaching procedures:
          Step 1 Revision
      Task 1 Revise the usage of the superlative degree by asking the following
      questions:
            Who is the tallest boy in our class?
            Who is the tallest girl in our class?
      Who is the busiest student in our class?
      Who is the best student in our class?
      Task 2 Practice the conversations using the target language students have
      already studied.
      Step 2 Listening
      Task 1 Read the instructions and point to the two questions on the survey.
      Task 2 Ask some students to read the names of the stores and the radio
      stations.
      Task 3 Play the recording the first time. Students only listen.
      Task 4 Play again. Ask students to circle the letters of the correct
      answers.
      Task 5 Check the answers.
      Step 3 Listening
      Task 1 Read the instructions and point to the chart. And read the names of
      the stores and comments after each one or ask different students to do it.
      Task 2 Play again. Ask students to circle the correct words the boy says.
      Task 3 Check the answers.
      Step 4 Pair work
      Task 1 Read the instructions for the activity.
      Task 2 Ask students to read the sample conversations.
      
      Task 3 Ask students to say some of the questions the reporter asked the
      boy. Write the questions on the board.
      Task 4 Ask students to work in pairs, ask and answer,
      Task 5 Ask one or two pairs to say their conversations to the class.
      Step 5 Grammar Focus
      Task 1 Read Grammar Focus
      Task 2 Emphasize: cheapest, friendliest, most comfortable
           Good—better—best , bad—worse—worst
      Ⅵ Homework
      4.      Revise the target language.
      5.      Finish off the exercises on work book.
      6.      Write a department survey about your city, find out which one is
      the best shop.
      
      Period Three   Read and speak
      Ⅰ.Teaching aims and demands:
      3        Revise the target language, and complete the reading practice;
      4        Go on learning the superlative degree of adjectives.
      Ⅱ.Key and difficult points:
      A. Vocabulary
      1. teen (=teenager), bargain, delight, by bus,
      2. best, worst, cheapest, most expensive
      B. Target language
      1. I think Teen World has the best service.
      2..All the movie theaters are good, but the Screen City is the best in our
      town.
      3. The most popular clothing store is Jason’s.
      E.     Structures
      Superlatives with –(i)est, the most
      Irregular comparisons good, better, the best, bad, worse, the worst
      F.     Grammar
      The superlative degree of adjectives.
      Ⅲ.Teaching aids :
      A tape recorder
      Ⅳ.Teaching methods:
      Audio-lingual method; Communicative Approach; Control reading  
      Ⅴ.Teaching procedures:
          Step 1 Revision
      Task 1 Dictation: words and expressions.
      Task 2 Revise the Grammar Focus.
      Step 2 Reading
      Task 1 Read the directions.
      Task 2 Ask students to read the article on their own, and circle the words
      and phrases they don’t understand.
      Task 3 Ask students to read the words and phrases they don’t understand,
      ask other students to explain.
      Task 4 Ask students to read again and complete the chart.
      Task 5 Check the answers.
      Step 3 Writing and speaking
      Task 1 Read the directions.
      Task 2 Ask students to say the names of stores in your town and write the
      names on the board.
      Task 3 Ask students to work with partners as they talk about the stores
      and fill in the chart.
      Task 4 Ask the two or three pairs of students who finish first to put
      their charts on board.
      Step 4 Group work Where are we going for lunch?
      Task 1 Ask the class for the names of three places to have lunch near the
      school and write them on the board. And elicit answers for one of the
      restaurants.
      Task 2 Divide the class into small groups. Ask them to choose three
      restaurants and fill in the chart.
      Task 3 Ask the groups which restaurant they decided on. Why did they
      decide on that restaurant. 
      Ⅵ Homework
      3        Revise the target language.
      4        Finish off the exercises on work book.
      
      Period Four  Section B
      Ⅰ.Teaching aims and demands:
      1.      Learn some new language.
      2.      Complete the listening practice;
      Ⅱ.Key and difficult points:
      A. New language
      funniest, most creative, quietest, dullest, loudest, saddest, cute, music
      video, musical group, performer, song, success, talent show
      B. Structures
      Superlatives with –(i)est, the most
      Irregular comparisons good, better, the best, bad, worse, the worst
      C. Grammar
      The superlative degree of adjectives.
      Ⅲ.Teaching aids :
      A tape recorder
      Ⅳ.Teaching methods:
      Audio-lingual method; Communicative Approach; PPP
      Ⅴ.Teaching procedures:
          Step 1 Discussion
      Task 1 Discuss with the Ss about their characters, list out the words on
      the blackboard to help the Ss describe their characters.
      creative, honest, loyal, wise, kind, smart, funny, brave, quiet, dull,
      loud, worst, boring, stupid, noisy
      Then get them fill in the chart.
            Positive wordsNegative words
            most creativedullest
            quietestloudest
            bestworst
            funniestmost boring

      
      Task 2 Practice the conversations using the target language students have
      already studied.
      Step 2 New words
      Task 1 Read the instructions.
      Task 2 Ask students to complete activity 1a on their own.
      Task 3 Correct the answers.
      Step 3 Pair work
      Task 1 Read the instructions and read the sample sentences to the class.
      Task 2 Ask students to work in pairs to discuss their answers in activity
      1a.
      Task 3 Ask several pairs to say their sentences to the class.
      Step 4 Listening
      Task 1 Read the instructions.
      Task 2 Point to the five pictures. Ask different students to say what the
      people are doing in the picture.
      Task 3 Ask a student to read five names.
      Task 3 Play the recording the first time. Students only listen.
      Task 4 Play again. Ask students to correct name under each picture. .
      Task 5 Check the answers.
      Step 5 Listening
      Task 1 Read the instructions and point to the chart.
      Task 2 Ask a student to read the first line of the chart.
      Task 3 Play again. Ask students to write what different people say about
      the performers.
      Task 4 Check the answers.
      Step 6Pair work
      Task 1 Read the instructions for the activity.
      Task 2 Ask students to look at the information about the talent show.
      Task 3 Ask students to work in pairs.
      Task 4 Ask several pairs to say different questions and answers to the
      class .
      Ⅵ Homework
      3        Revise the target language.
      4        Finish off the exercises on work book.
      
      Period Five  Writing and Self check
      Ⅰ.Teaching aims and demands:
      1.      Revise the content learned;
      2.      Complete the writing practice;
      3.      Self check.
      Ⅱ.Key and difficult points:
      Superlatives with –(i)est, the most
      Irregular comparisons good, better, the best, bad, worse, the worst
      The superlative degree of adjectives.
      Ⅲ.Teaching aids :
      A tape recorder
      Ⅳ.Teaching methods:
       Communicative Approach; Control reading and writing
      Ⅴ.Teaching procedures:
          Step 1 Revision
      Task 1 Dictation
      Task 2 Revise the content taught. Ask:
      Who is the most creative student in our class?
      Who is the wisest student in our class?...
      Step 2 Reading
      Task 1 Read the instructions and the words in the box to the class
      Task 2 Read the article to the class.
      Task 3 Ask students to read the article on their own.
      Task 4 Ask students to fill in the blanks.
      Task 5 Check the answers.
      Step 3 Reading and Writing
      Task 1 Read the instructions.
      Task 2 Have students complete the article on their own.
      Task 3 Ask students to read what they wrote to the class.
      Step 4 Writing
      Task 1 Ask a student to read the beginning of the article.
      Task 2 Ask students to say the names of famous performers they might write
      about. Ask them what words they could use to describe each performer.
      Task 3 Ask students to write their articles on their own.
      Task 4 Ask some students to read their articles to the class.
      Step 5 Pair work
      Task 1 Read the instructions.
      Task 2 Ask two students to read the sample conversations to the class.
      Task 3 Ask students to interview each other.
      Task 4 Ask some students to perform to the class.
      Step 6 Self check
      Task 1 Fill in the blanks.
      Task 2 Read the information about the three cities and describe which is
      the best city to visit for a winter vacation..
      Task 3 Just for fun: read and act out.
      Ⅵ Homework
      4.         Ask students to write their opinions with reasons about
      activity 2 of Self check.
      5.         Revise the words and target language of this unit.
      6.         Finish off the exercises on work book.







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