英语人教版八年级下册unit 3 SectionA 1a-2c

初中英语 八年级下 Unit 3 Section A（1a-2c） 人教2011课标版 Unit3 Section A（1a-2c）一、 教学目标知识目标1、 掌握课标要求的“四会”词汇：rubbish，fold, sweep, flood.2、 掌握动词短语：do the dishes, take out the rubbish, fold your clothes, sweep the floor, make your bed, clean the living room, get a ride, go out for dinner, stay out late.3、 能够灵活使用目标语“Could you please？”“Could I ？”委婉地提出请求，征求别人的许可。能力目标提高学生于他人沟通交流的能力。情感目标培养学生为父母分担家务的习惯。二、 教学重点Students are able to make polite requests and ask for permissions.三、 教学难点Students can communicate with others using the key vocabularies and the target languages learnt in this class in every situation.四、 教学设计Step 1 Lead-inGreet the students and say:I was very busy with housework last weekend. Can you guess what I did?(Show some pictures to help students answer the question: wash the clothes, water the flowers, and wash the car)Step 2 Presentation1、 Show more pictures on the screen to help students learn the news words: rubbish, fold, sweep, floor.2、 Show more pictures on the screen about doing the chores. Let students guess speak out the chores (do the dishes, take out the rubbish, fold your clothes, sweep the floor, make your bed, clean the living room) and learn the phrases.Step 3 Discussion1、 Ask students “Do you help with housework at home?” “What housework do you do?”2、 Tell students “I am so busy, could you please do the dishes?” Guide the students answer the questions. Add more situations. 3、 Students work in pairs, ask whether he or she like doing some chores. If not, ask another people for help. (Help them make polite requests by target languages “Could you please ？” and “Could you？” )4、 Teacher-to-student conversations.5、 Student-to student conversations.Step 4 Listening1b1、 Read the phrases in 1b.2、 Platy the video the first time .who will do the chores? Check () Peters mother or Peter.3、 Ask students to give their answers.4、 Play the video again and check the answers.Step 5 Group work1、 Make conversations about the chores in 1a. (Show some pictures and give some key words and target languages to help them make conversations.)-Could you please?/Can you？-Sure. /No problem. /Of course. /Id like to. (肯定回答)-Sorry. /Id like to, but I have to/ must （否定回答）2、 Ask two or four students to make conversations.Step 6 SummaryMake polite requests-Could you please.? / Can I？ -Yes, sure. / All right. / No problem. / Certainly.-Sorry, I cant. I have to do.-Sorry, I cant. I am doing.Step 7 Listening2a1、 Learn the phrases in 2a.(go out for dinner, go to the movies, study out late, get a ride). And read the sentences.2、 Listen. Peter asks his father if he can do four things. What does his father say? Check () yes or no.2b1、 Listen again. Why does peters father “no”? Draw lines to the reasons in the chart in 2a.2、 Check the answers.Step 8 Group work2c1、 Read the conversation in 2c.2、 Show some pictures and give some key words and target langue to help them to make conversations.Step 9 SummaryAsk for permission-Could I use your ?-Sorry. Im going to .-Well, could I ?-Yes, you can. But -No, you cant 教学反思综观我授课过程和学生在课堂上的表现，我在此做以下反思：学生方面 1、学生对英语学习缺乏兴趣、自信心和学习动力，缺少主动发言的热情或根本不愿意发言。2、大部分学生基础知识不牢固，英语听、说能力较阅读能力弱，以至于在课堂上不积极参与发言或怯于发言。相当一部分学生在听课时跟不上老师节奏或不能理解较快的指示语。本人授课方面1、本人从自己周末忙于家务一事和学生谈论自己周末在家做家务的情况导入新课，激起学生学习兴趣。2、学习新单词的时候，操之过急，授课方式单调，检测学生是否掌握时方式太简，只抽检了一名学生，过于仓促过多到下一步，并未立足于学生实际情况。3、学习做家务的动词短语也是操之过急，不足之处同上。4、学习目标语“Could you please”的时候也过于简单，并未指导学生循序渐进学习目标语和答语，未指导学生对其进行反复操练。5、以上的第2、第3、和第4点的操之过急，很大程度上导致大部分学生在并未完全熟悉目标与的情况下进入下一学习过程，因此，大部分学生跟不上老师授课节奏。6、本人注意到了因本人操之过急，只顾自己“向前冲”，而不是立足于学生实际情况而导致的学生不熟悉学习目标内容这一问题，因此本人在教学过程的总结里特意强化了目标语和句子的练习，以便学生加深记忆。当然，整节课因本