蔡霞寫(xiě)作設(shè)計(jì)

1、Could you please clean your room？書(shū)面表達(dá)教學(xué)設(shè)計(jì)教學(xué)目標(biāo)：1. 學(xué)習(xí)談?wù)摷覄?wù)2. 提出請(qǐng)求；申請(qǐng)?jiān)S可3. 能夠口頭或書(shū)面描述日?；顒?dòng)情感目標(biāo)：培養(yǎng)學(xué)生熱愛(ài)勞動(dòng)，幫助他人的傳統(tǒng)美德。教學(xué)重點(diǎn)和難點(diǎn)：1. Could for polite requests2. Could for permission.3. Make versus do課前準(zhǔn)備：1. 教學(xué)器材：Recorder; tape, computer, pictures, a courseware, handout, etc.2. 教學(xué)課件：Cartoon pictures; Flash on PC教學(xué)設(shè)

2、計(jì)：學(xué)習(xí)內(nèi)容學(xué)生活動(dòng)教師活動(dòng)表示做家務(wù)的動(dòng)詞及短語(yǔ)：do the dishes; sweep the floor; take out the trash; make the bed; fold the clothes; do the laundry; clean the living room; etc.1. 通過(guò)對(duì)話(huà)過(guò)程了解、體會(huì),并最終掌握日常家務(wù)、雜物的表達(dá)法。引導(dǎo)、啟發(fā)、教授需學(xué)內(nèi)容。2. 提出請(qǐng)求；申請(qǐng)?jiān)S可：Could for polite requests Could for permission.2. 通過(guò)聽(tīng)錄音、回答問(wèn)題，了解、體會(huì)并最終掌握句型。放錄音；啟發(fā)、提示問(wèn)題及答語(yǔ)。

3、3. 閱讀遷移辨析make及do（讀、寫(xiě)、文化差異）。閱讀短文遷移前面聽(tīng)力感應(yīng)辨析文中所缺行為動(dòng)作make及do填入適當(dāng)動(dòng)詞并使之形成一篇完整文段。3. 引導(dǎo)、提示動(dòng)詞辨析；帶讀課文或放錄音。提示文化差異。能夠用口頭或書(shū)面描述日?；顒?dòng)及家務(wù)：buy some drinks and snacks; borrow some money; invite my friends to a party; go to the store; use your CD player; etc.4. 利用本單元所學(xué)日常活動(dòng)及做家務(wù)的動(dòng)詞和短語(yǔ)，就圖片或文字所提供的信息進(jìn)行討論?？砂l(fā)散思維，或用學(xué)過(guò)的知識(shí)，或用課外知

4、識(shí)，擴(kuò)展話(huà)題。 之后，整理詞語(yǔ)，寫(xiě)成文段。4. 檢查學(xué)生討論圖片或文字的情況句型、短語(yǔ)、動(dòng)詞形式是否正確；指導(dǎo)并落實(shí)學(xué)生寫(xiě)作情況。教學(xué)過(guò)程設(shè)計(jì)：Task One: Talk about choresGoal：Learn the expressions of daily chores by means of discussionStep 1. Brainstorm: What chores do you have at home? Who often does the chores?How often do your family do them? (Ask a few students to

5、answer the question orally.)Step 2. Do you do these chores at home: Section A: 1aStep 3. Help the students form the groups of three people and make sure one is the kid, the other two are mother and father.ChoresWhoHow oftendo the dishesmotherevery daycookfathertwice a monthStep 4. Ask the kid in eac

6、h group to fill in the chart according to the real situation in his or her home.Step 5. Is it fair for everyone in the family? Try to role-play the discussion in groups.E.g. Kid: Could you please cook twice a week, dad? Mom is too tired. She needs help.Father: Sure. But could you wash your own cloth

7、es?Kid: Sorry, I cant. I dont have too much time.Task Two: Make polite requests and ask for permissionGoal: Learn the structures of making requests and asking for permission by means of listeningStep 1. Brainstorm: What kind of difficulties will a person, who is hurt at school?(Write the students id

8、eas on the board)Step 2. Listen to the tape, trying to follow the structures in it: Section A: 1b; 2a & 2bStep 3. Ask a student to pretend Jack who was hurt, and tell him to ask for helps from his classmates in the front. The rest of the class try to give him different answers.E.g. - Maria, could yo

9、u please move the chair for me?-Sure, Id love to. -Annie, could you please help me take English notes?-Sorry, I cant. I have to go to the teachers office first. I can help you later.Task Three: Express daily chores in short passages by means of talking, reading and writingGoal: Have the ability of expressing daily chores not only orally but also in written EnglishStep 1. Help the students form groups of three.Step 2. Role-play the conversations in groups.Step 3. Present some conversations to the class.E.g. Tom: Could I have an ice cream?Father/Mother: Tom: Could I take the small