英语人教版八年级下册Unit 3 1a-2d, 4a.doc

课题：Unit 3 Could you please clean your room? Section A(1a2c、4a)单位： 秦皇岛市海港区杜庄学区初级中学 授课教师： 王凤英 教材分析 本单元主题将焦点聚集在家庭生活上，谈论家务琐事及家庭互助。家庭生活及家务劳动是社会家庭和学生生活中的重要方面，对学生生活习惯的养成、社会行为习惯及家庭责任感的建立起着重要的作用。因此，从话题角度上看，这一单元在本学期乃至整个初中阶段的教学中具有特殊的地位和重要性。 Section A 部分的教学，要求学生能够掌握各种家务活的表达方式，及用情态动词could来征询许可及礼貌的提出要求，并会作出恰当的回答。学情分析 对于各种家务活的表达方式，学生接受起来应并不困难。另外，学生之前接触过情态动词，如can, must, may等，对情态动词的用法有粗浅的了解，所以对于用could来征询许可及礼貌的提出要求这一用法，接受起来应该不难。所以对于本节课的授课内容，学生接受起来难度不大。而且现在学生做家务的现象并不是很普遍，通过本节课的讨论和学习，可以使学生重新思考家庭亲情和家庭义务，愿意帮助父母作适当的家务。教学目标l 知识目标1. Words and phrases：chore, do the dishes, take out the rubbish,sweep the floor, fold your clothes, make the bed. stay out late, get a ride, work on2. Key sentences：-Could you please take out the trash? -Yes, sure. -Could I please use the car? -No, you cant. I have to go out.l 技能目标Enable students to make polite requests and ask for permission politely and give proper answers.l 情感态度与价值观1.Help students learn how to make polite requests and ask forpermission politely with the target language.2.Enable them to be willing to do chores and help their parents.教学重点1. Key words, phrases and sentences2. “Could” for polite requests and permissions and the proper answers. 教学难点Use “could” to express the meaning.教学方法Audio-lingualmethods教学过程l Step 1 Learn the target phrases1. Learn the new phrasesT: Good morning, boys and girls! First I will show you a video. Do you know this girl? Yeah, she is my daughter. She is a very great daughter, because she always helps me do the housework. Do you often help your mother do chores at home? You did rightly. Now lets see what are these chores?Ss answer the chores(设计意图：给同学们展示家务活的相关图片，并表演出动作，相互配合着给同学们演示，让学生们对各种家务活的英语表达有深刻的记忆。)2. Play a game to review the phrasesT: Lets play a game: Try to remember the chores in order.Ss take part in the game actively.（设计意图：家务活图片及表达方式的“秒记”游戏的设置瞬间刺激学生们的感官和大脑，并让他们到黑板上拼写词组，以便学生发现自己的问题，并加深学生对于新知识的印象，实现知识输入知识输出，消化本课重点短语。）l Step 2 Learn the target sentence structure and use the new phrases1. Lead out the target sentence structureT: If I want my daughter to help me do the dishes, I always say “ Dearbaby, could you please do the dishes?” And she always says “Sure，mom.” But last night, she refused me, she said “Sorry, mom. Im drawing.” She likes the sea, so we often go to the beach on weekends. One day, she saw a boat on the beach, and she wanted to take it. She asked“ Could I take the boat, Mom?” And I said “Of course, baby.”(设计意图：创设两种不同的语言环境，以“母女对话”的形式，引出本课重要的表达方式：Could you please ？Could I? 及其答语。并边说边板书，让学生对于本课重点有清晰、整体地把握。)2. Do the exercise of 4aT: Now please turn to Page 20, write R for requests and P forpermission(设计意图：在整体感知的基础上，再次以实例让学生初探何为提出请求，何为请求允许，并作出恰当的回答。)3. Listen to the recorder and do the exercise of 1bT: The boy in the picture is Peter. He is doing his homework at home, his mom comes back with some bread. From the picture, we can see that there is a lot of rubbish in the bin and a lot of clothes in the basket. Do you think Peter will take out the rubbish? What about other chores? Lets listen “Who will do these chores?”, check Peter or Peters mother.(Ss do the exercise and give their answers like “ Peter will take out the rubbish”)（设计意图：通过听力练习复习学过的短语，之后利用听力材料中勾出来的信息，补充表述出完整的句子，如：“ Peter will take out the rubbish”，实现知识输出，再次重复本课重点短语，并实现了学生们由词到句的锻炼。）4. Listen again to grasp the target sentences from the listening materialT: Lets listen again and find out how Peters mother asked him to take out the rubbish. How did she make requests? And how did Peter answer? (设计意图：用生动的动画及字幕再现听力材料，让同学们听对话找句子，这样能使学生更轻松的领会并记忆目标语言，高效的突破重难点；并采取中间断开的方式，强调重点。)4.Concluse and practice the sentence structure (1)Conclusion: From learning we know how to make requests politely and how to answer. Lets make a conclusion.有礼貌地提出请求句型：Could you (please) do sth.？ 请你(做)好吗？Could you (please) not do sth.?请你不要(做)好吗？Yes, Sure./ Of course. / All right. / OK. Sorry, I cant. I am / I have to （设计意图：通过各种情景铺垫，学生已经对如何提出请求及回答有了一定的了解，教师再对知识点进行集中总结，肯定学生的印象，加深学生的记忆，并未下一步的实际操练打下坚实的基础。）(2)PracticeT: Now lets look and say(Show ss different pictures and give them the sentence structure “-Could you (please) do ？ -”Ask them to use the information to make dialogues.)(设计意图：倡导情景教学理念，为学生创设生动的语言情景，让学生根据图片信息做出反应，来操练刚刚学过的Could you please do句型，实现知识操练与知识重现，使学生完全巩固本课重难点，同时为下一步的学习打下坚实的基础。在环节设计上，先以师生对话的形式进行，给学生做出范例，引导同学使用目标语言。并对答语做出特殊颜色的标记，以刺激学生的各方面感官，轻松熟记目标语言。)（3）Do the exercisesT: Now lets do the exercises we made mistakes before.(设计意图：以上三道题选自教师错题本，每道题都有自己的特点，且学生在之前的学习中出错比较严重。选取出来的目的是想以新带旧，以旧促新，通过新知识的学习，让同学们复习以前做过的错题。并且让学生自己来解释，找题眼，以确保学生真的掌握了知识，发挥纠错本的真正作用。)l Step 3 Learn another target sentence structure1. Do the exercise of 2a, 2bT； In this picture, Peter is talking to his father and asks for something. It seems that his father is saying “ No”, yes? Do you knowwhat Peter wants to do? Lets read our books.( Show ss the screen and ss answer )T； Will his father say yes or no? Lets check yes or no. If he says no, what are his reasons? There are four reasons here, please read by yourselves.（Play the recorder and then check the answers. Lead the ss to answer like “ Peters father doesnt ask Peter to stay out late because”）(设计意图：听力材料比较简单，所以将2a,2b进行整合，有效地利用上课时间。通过听力材料的播放，自然引出本课另一重要句型： “Could I ”,为下一环节的设计做好准备。)2. Read by yourselves to find out how Peter asked for permission.(设计意图：通过再次听听力，让学生们有重点的来筛选出如何请求允许的句子结构，让学生们自由习得。)3. Make dialogues according to the pictures.(Show ss different pictures and give them the sentence structure “-Could I (please) do ？ -”Ask them to use the information to make dialogues.)(设计意图：同样倡导情景教学理念，让学生在生动的语言情景中，操练Could I 句型，实现知识操练与知识重现，使学生完全巩固本课重难点。通过例句讲解give sb. a ride 和 get a ride，使学生们自然容易得分清两个短语的区别。 )4.Make the dialogue of 2c T: This time,