人教版八年级下册Unit3教案设计

人教版八年级下册Unit3教案设计教材解读本单元的话题是Chores，主假如对于家庭生活，讨论家务琐事及家庭互帮，要求学生学会用Couldyouplease...？和CouldIplease...？来委婉地提出恳求或征求别人的许能够及怎样有礼貌地拒绝别人并表达自己的原因，陈述自己的好恶。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成立起着重要的作用。经过学习本单元，学生应当能认识到家庭亲情及家庭义务的重要性，应付参加及帮助父亲母亲做适合的家务拥有积极的态度。经过单元学习，学生还将认识中西方在这方面的文化差别，增强他们在平时生活中的交流和交流能力。单元目标一、知识与技术掌握重点单词和短语。2.掌握恳求帮助和恳求允许及应答的句型：Couldyoupleasecleanyourroom?CouldIpleaseusethecar?Yes，youcan.No，youcan’t.Ihavetogoout.培养听闻读写四项基本技术。二、过程与方法采用个人独立思考，两人或多人小组合作、交流的学习策略，积极创设较真切的语言环境，利用教学图片、录音机或多媒体课件来展开讲堂的听力和口语社交活动。三、情感态度与价值观明确“家务人人有责”的思想，能积极主动地参加家务劳动。认识到父亲母亲照顾家庭的辛劳，养成爱父亲母亲、爱家庭、爱家务的好习惯。学习照顾家庭同时也是照顾自己，培养独立能力，为自己的将来确立基础。教法导航采用直观教学法，按照以学生为主体的原则。学法导航采用Usingcontestguessing和Roleplaying的学习策略，课时支配第1课时：SectionA1a-2d第2课时：SectionA3a-4c第3课时：SectionB1a-2e第4课时：SectionB3a-SelfCheck1/14人教版八年级下册Unit3教案设计课时教案第课时教学目的一、知识与技术1.掌握重点词汇和短语：dothedishes，takeouttherubbish，foldyourclothes，sweepthefloor，makeyourbed，cleanthelivingroom理解并掌握重点句型：Couldyouplease?CouldI?能听懂有关做家务和平时活动的对话。二、过程与方法采用情境教学法，调换学生的积极性，引导他们积极参与讲堂。三、情感态度与价值观认识各样家务，能发现要做的家务并积极主动地去做。教学重点能用本课的重点词汇和句型对家务作出委婉恳求。教学难点能抓住录音中的重点词。教法导航课上引导学生积极参与讲堂活动，老师少讲，鼓励学生多练。学法导航加强小组合作学习，积极回答下列问题。教学准备图片，录音机，多媒体。教学过程Step1GreetingsGreetthestudentsasusual.Step2Lead-inT：Goodmorning，boysandgirls!Iamalwaysverybusyonweekends.Somydaughteroftenhelpsmewiththehousework.Doyouoftenhelpyourmotherdothechoresathome?(Write“chores”onblackboardandexplainit.)Here“chore”meanshousework.Couldyoupleasetellmewhatchoresyoudoathome?S1：Ioftencleanmyroom.2/14人教版八年级下册Unit3教案设计S2：Iwashmyclothesandfoldmyclothes.S3：Icleanthewindow.S4：Imakemybedandsweepthefloor.S5：Icleanthelivingroom.T：Well，youaregoodboysandgirls!Weshouldtrytobehelpfulanddosomechoresathome.Step3NewwordsandexpressionsAskthestudentstolookatthepictureonPage17.T：Lookatthepictureonpage17.Whatcanyousee?S1：Peterandhismother.S2：Thedustbinisfull.S3：Thefloorisdirty.S4：...T：Sotherearealotofchorestodo，right?Helpstudentstolearnthefollowingphrasesaboutchores：cleanthelivingroom;dothedishes;sweepthefloor;makethebed;takeoutthetrash;foldtheclothesStep4PresentationT：Ifyouwanttoasksomebodytodochores，howcanyouaskinEnglish?S1：Canyoudothechores?S2：Couldyoupleasedothechores?T：Whichonedoyouthinkisbetter?students：Thesecondone.T：Yes.Weshouldsay“Couldyoupleasedothechores?”insteadofotherwaysbecauseitsoundsverypolite.Write“Couldyouplease...?”ontheblackboard.Step5PairworkT：Inthepicture，themomasksthesontodosomechores.Whatdoesshesay?S：Peter，couldyoupleasetakeoutthetrash?T：Good!Today，we’lllearnhowtomakepoliterequestswithcould.Itisveryimportanttobepoliteinourlife.Nowworkinpairs.Imagineyouarethemomandthesoninthepicture.Askyourpartnertodothechoresthatyousee.Firstasktwostudentstoreadthesampleconversationinactivity1c.Thenstudentsmaketheirownconversations.Callseveralpairstodemonstratetheirconversationstotheclass.Step6ListeningT：YouwillhereaconversationbetweenPeterandhismother.WhatkindofchoresdoMomandPeterdo?CheckMomorPeter.Playtherecordingtwice.ForthefirsttimestudentsfocusonthechoresMomdoes;thesecondtime，focusonthechoresPeterdoes.Thenchecktheanswers.Step7AlittlegameFindoutthebesthelperathome.3/14人教版八年级下册Unit3教案设计T：Doyouoftenhelpyourparentsdothechores?Nowlet’schoosethebesthelperathome.Firstpleasewritedownallthechoresfromyourmemoryonapieceofpaper.Thencheckeachchoreyoudoathome.Theonewhocheckthemostchoreswillbethebesthelperathome.Step8GroupworkT：Imaginewearegoingtocleanourclassroomthisafternoon.Youneedsomeonetohelpyoudosomethings.Thinkofthethingsyouneedtodoandmakepoliterequeststoyourpartners.Youmayfindthesephrasesuseful.Showthefollowingphrasesonthescreen：carrysomewater，cleanthedesks，cleanthechairs，cleanthewindows，cleantheblackboard，turnoffthelights，takedowntheoldpictures，putupthenewpictures，sweepthefloor.Afterafewminutes，callseveralgroupstoshowtheirconversations.Step9PresentationT：Ican’tfindmypen.ButIhavetowritesomethingnow.WhatcanIdo?S：Youcanborrowapenfromothers.T：ButwhatshouldIsay?S：CanIuseyourpen?T：Butthatdoesn’tsounderypolitev.Anyotheridea?S：CouldIpleaseuseyourpen?(Writethesentenceontheblackboard)T：Good!That’saverypoliteway.Step10ListeningAskthestudentstolookatthepictureonPage18.Thensay：Lookatthepicture.That’sPeterandhisfather.Peteraskshisfatherifhecandofourthings.Lookatthechartinactivity2a.Whatarethefourthings?Askastudenttoreadthethingsaloud.T：Whatdoeshisfathersay?Nowpleaselistentothetapeandcheck‘yes’or‘nochart.Playthetapetwice.Forthefirsttime，theyonlylisten.Thesecondtime，theycheck“yes”or“no”.Thenchecktheanswerswiththewholeclass.T：WhyPeter’sfathersayno?Whatarehisreasons?Let’listentotheconversationagain.Drawlinestothereasonsinthechart.Beforeplaythetape，askastudenttoreadthereasonsgiven.Thenplaythetape.Ifnecessary，playitagain.Checktheanswers.Helpstudentstosummarizedifferentwaysofansweringthequestion“CouldI...?”Yes，youcan/Iguessso/Oh，yeah/Sure.No，youcan’t./...Sorry，but...Step11PairworkT：Nowlookatactivity2c.Workinpairs.StudentAisPeterwhoasksifhecandothings.StudentBisPeter’sfatherwho“yessays”or“no”.Ifyousay“no”，giveareason.Firstgettwostudentstoreadthesampleconversation.Thenstudentsmaketheirownconversations.Step12GroupworkT：Imaginewe’llhaveaself-studyclassthisafternoon.Youwouldliketodomany4/14人教版八年级下册Unit3教案设计differentthings.Howwillyouaskyourteacherforpermission?Pleasedoitingroupsoffour.Onewillbetheteacher，andtheotherswillbethestudents，makeconversationlikethis：S：CouldIpleaselistentomusic?T：Noyoucan’t.S：CouldIpleasegotoplaybasketball?T：Sorry，youhavetostayinclass.S：CouldIpleasedrawpictures?T：Yes，youcan.Afterthat，getseveralgroupstodemonstratetheirconversationstotheclass.Step13Homework1.Supposeyouarehavingaparty，andyouneedmoredrinksandsnacks.Butyoucan’tleavethehouse.Askyourclassmatesforhelp.Writeadialoguebetweenyouandyourclassmatewith“CouldIplease...?”and“Couldyouplease...?”2.Understand，readandroleplaytheconversationin2d.讲堂作业1.Couldyoupleasesthefloor?Yes，sure.2.Couldyoupleasedothed?Sorry，Ican’t.Ihavetodomyhomework.3.我每日清晨都整理床铺。I________the________everymorning.4.我父亲母亲让我晚上不要在外面呆得太晚。Myparentsaskedmenotto________________lateatnight.5.CouldIwatchthefootballmatch?（作肯定回答）________，you________.参照答案：1.sweep2.dishes3.make，bed4.stayout5.Yes，can.教学反省多媒体能使整个教学过程表现为声、图、文并茂，使声音、图像、文字的体现更自然。为此，在讲堂上，教师应当为学生创建学习氛围，让学生时常有成功感和成就感，以便进一步激发学生学习的内在动力。在本堂课中应注意让发音较标准的同学多朗诵，让思维矫捷的同学先回答下列问题，让善于察看的同学多纠正错误，让反响慢的同学多回答低难度问题。尽量使每个同学多动脑、多动口、多着手。第课时5/14人教版八年级下册Unit3教案设计教学目的一、知识与技术复习、稳固表示委婉恳求和应答的句型。培养阅读理解能力。达成有关练习。二、过程与方法将抽象知识详细化，帮助学生总结规律，系统地学习语法。调换学生的积极性，引导他们积极参与讲堂。三、情感态度与价值观认识到做家务的意义和重要性，养成常做家务的好习惯。教学重点复习、稳固表示委婉恳求和应答的句型。教学难点培养阅读理解能力。教法导航经过大量练习让学生主动掌握语法知识。学法导航练习、议论、主动探究规律。教学准备多媒体。教学过程Step1GreetingsGreetthestudentsasusual.Step2AGameShowalistofchoresontheblackboard：dothedishescleanyourroomtakeoutthetrashsweepthefloorfoldyourclothesmakeyourbedGivethemasetofblankcards.T：Let’splayagame.Youwillworkingroupsoffour.Firsteachgroupwritesthechoresonthecards.Putthemfacedown.Thefirststudentturnsoveracard，andasksthestudentnexttohim/hertodothischore.Thatstudentsays“no”andgivesareason.Eachstudentshouldgiveareasonthathasnotbeengivenbefore.Theonewhocan’tgiveaproperreasonwillbeoutofthegame.Thosewhocankeepcomingupwithreasonswillbethewinner.Step3RoleplayAsksomepairstoroleplaythedialoguein2d.Step4PresentationSay：Asweallknow，Motherdoesalmostallthehouseworkinthehouse.Sheisalways6/14人教版八年级下册Unit3教案设计tired.ShouldwehelpMother?Whatwecandotohelpher?Asksomestudentstoreporttheiranswers.Step5ReadingSay：Nowlet’sreadanarticleaboutNancyandhermother.Pleasereadquicklyandanswerthequestions：1.WhywasNancy’smomangrywithher?2.Didtheysolvetheproblem?How?Thenasksomestudentstoreporttheiranswers.Nowlet’sreadthesentencesin3b，trytounderstandandtranslatethem.Thenreadthepassageagaincarefullyandtrytounderlinethesentencesfromthereadingthatmeanthesamething.Afterseveralminutes，asksomestudentstoreporttheiranswersandtranslatethesentencesintoChinese.Step6Languagepoints1.YouwatchTVallthetimeand...allthetime（在该段时间内）一直；素来，一向；时时刻刻；时时刻刻e.g.Idothisallthetime.我一直是这么做的。Thishappensallthetime.这种情况是时时发生的。2.I’mjustastiredasyouare!as...as意为“和同样”，表示同级的比较。使用时要注意第一个as为副词，第二个as为连词。其基本构造为：as+adj./adv.+as。e.g.Thisfilmisasinterestingasthatone.这部电影和那部电影同样有趣。Yourpenwritesassmoothlyasmine.你的钢笔书写起来和我的同样流利。注意：asas的否认形式为“notas/so+adj./adv.+as”。e.g.Hedidn’tactaswellas他you表.现得不如你好。3.Foroneweek，shedidnotdoanyhousework，andneitherdidI.neither用作副词，作“也不”解释，放在句首，表示前面否认的内容也合用于另一个人或物，句子须采用部分倒装。此时也可用nor替换neither使用。e.g.Idon’tlikethisdress.我不喜欢这件连衣裙。Neither/NordoI.我也不喜欢。注意：neither之后的主语要置于助动词或系动词之后。neither用作代词，表示“两者都不，双方均不”。Heansweredneitheroftheletters.他两封信都没回。e.g.Whichonewouldyoulike?你喜欢哪一个？Neither.两个都不喜欢。Step7Practice3c,Showthesentencesonthescreen：1.Couldyoutakethedogforawalk?2.Iwalkedhomefromschool.Thenasksomestudentstoreadandtranslatethem.Thenhelpthemtosaythattheword“walk”inthefirstsentenceisanounandtheword“walked”inthesecondsentenceisaverb.Thenaskthestudentstolookatthesentencesin3canddecidewhethertheunderlinedwordsinthesentencesareverbsornouns.Thenwriteanothersentenceusingthe7/14人教版八年级下册Unit3教案设计underlinedwordintheotherform.Finallyasksomestudentstoreporttheiranswers.Step8GrammarfocusAskthestudentstotranslatethesentencesintheboxandtrytorememberthem.Thenpracticetheminpairs.Finallyaskthestudentstomakeupmoresimilardialogues.Step9Practice4aFirstaskthestudentstotranslatethesentencesfrom1to5，thendecidewhethertheyarerequestsorpermissions.Thenmatcheachonewiththecorrectresponse.Finallyaskthestudentstopracticethedialoguesinpairs.4bFirstaskthestudentstofillintheblanksintheconversationbythemselvesandthenaskthemtochecktheanswersinpairs.Finallyaskthemtopracticethedialogueinpairs.Step10GroupworkSay：Boysandgirls，we’llgoforacampingtriptomorrow.Andtodayweshouldpreparewhatweneed.Pleaseworkingroupsandmakealistofthingsyourgroupneedstodoforacampingtrip.Thendiscusswhowilldothemandcompletethechartin4c.Youcanusethedialoguetohelpyou：A：Couldyoupleasebringatent，LiuChang?B：Sure.Andcouldyouplease?C：Sorry，Ican’t.IhavetoAfterseveralminutes，asksomegroupstopracticethedialogue.Step11HomeworkSupposeyourfamilywillgotoAmericaforsummerholiday，whatshouldyouprepare?Talkaboutitingroupsandtrytousethesentencepatterns：Couldyou?CouldI?讲堂作业根据句意和首字母用适合的单词填空Doyoulikedoingchores?No，Ih________doingchores.Whatdoyoudoafteryougetupeveryday?Ibrushmyteethandw______myface.Couldyouhelpyourmotherm________dinneronSundays?Ioftendothes________withmysisteronweekend.Ihavealittlemoney，couldIb_______somefromyou?6.CouldIpleaseu_______yourcar?Sorry，Ican’t.Ihavetohaveameeting.连词成句takeout，could，please，you，trash，the_____________________________________?I，please，movies，go，could，to，the_____________________________________？you，often，the，clean，room，do_____________________________________？but，have，you，to，your，finish，first，homework_____________________________________.参照答案：I.1.hate2.wash3.make4.shopping5.borrow6.useII.1.Couldyoupleasetakeoutthetrash?2.CouldIpleasegotothemovies?3.Doyouoftencleanthe8/14人教版八年级下册Unit3教案设计room?4.Butyouhavetofinishyourhomeworkfirst.教学反省一节课下来，大多数学生都能积极投入到讲堂教学中来，并积极举手讲话。讲堂氛围比较活跃，调换了大多数学生听课的积极性，因此合作教学对提高学生实际的语言交流能力以及与他人的合作能力有很大的促使作用。但很显然，语言表达能力强的学生参与的时机相对要多，代表小组汇报的时机也多，而还有一些学生却习惯于当听众，被动地接受别人的观点，很少发表自己的个人建议，也就是说在小组合作学习中学生的参与度不平衡，而这部分学生主假如学习困难生。第课时教学目的一、知识与技术掌握新单词和短语。在不同的情境中正确、娴熟地使用表示委婉恳求的句型。培养听、说、读、写四项基本技术。二、过程与方法观看，感觉，模拟，实践。三、情感态度与价值观认识到不单在家庭中，在生活中的其他情况我们也要积极参加，勇于实践。教学重点在不同的情境中正确、娴熟地使用表示委婉恳求的句型。教学难点培养听、说、读、写四项基本技术。教法导航创设情境，实践操练。学法导航经过听闻读写，独立思考，小组合作达成学习任务，提高各项能力。教学准备图片，多媒体。教学过程Step1GreetingsGreetthestudentsasusual.Step2PreparationT：WhenIwasateenager，myparentsoftenaskedmetocleanmyroom.Sometimestheyaskedmetobuysomethings.NowIoftenaskmydaughtertotakeoutthetrash.Whatchores9/14人教版八年级下册Unit3教案设计doyourparentsusuallyaskyoutodo?S1：Mymotherusuallyasksmetobuysomefood.S2：Mymotheroftenasksmetomakemybed.S3：Myfatheralwaysasksmetocleanmybike.S4：Theyaskmetocleanmybedroom.T：Doyouaskyourparentstodoanything?Whatdoyouaskthemtodo?S1：Iaskmymothertomakebedforme.S2：IaskmyfathertobuysomebooksformeStep3PracticeT：Lookattheitemsin1a，SectionB.Whatcanteenagersasktheirparentstodo?Whatdoparentsasktheirteenagerstodo?Write“parents”or“teenagers”nexttoeachphrase.Askstudentstogothroughthephrasesfirst.Givesomeexplanationsaboutthekeywords.teenager：someonewhoisbetween13and19yearsoldsnack：somethingeatenbetweenmealsborrow：borrowsthfromsblend：lendsthtosb/lendsbsthinvite：invitesbtosth(awedding，party，meal，etc.);invitesbtodosthThenchecktheiranswers.Step4PairworkLetstudentsusethephrasesinactivity1atomakeconversationsbetweenparentsandteenagers.First，getapairofstudentstoreadthesampleconversations.Thenstudentsmaketheirownconversations.Step5Listening1c,T：NowlistentotheconversationbetweenSandyandhermom.Pleasecheckeachiteminactivity1atheytalkabout.Putacheckmarkinfrontofeachphraseyouhear.Playtherecording，studentsonlylisten.Playtherecordingasecondtime.Studentslistenandchecktheitems.Checktheanswerswiththewholeclass.1d,T：Fromtheconversation，weknowSandywillholdaparty.Shewillinvitesomefriendstotheparty.Butsheneedstodosomepreparation.Sheaskshermomtohelpher.AndDaveisoneofSandy’friends.HewillalsohelpSandydothepreparation.SowhatisSandy’smomgoingtodo?WhatisSandygoingtodo?WhatareSandyandDavegoingtodo?Let’slistenagainandfillinthechartinactivity1b.Playtherecordingathirdtime.Askstudentstowritedownthethingsthethreepeoplearegoingtodo.Pausethetapewherenecessary.Thenchecktheanswers.Step6Pairwork1eT：Supposeyouarehavingaparty.Makealistofthingsyouneedtodo.Somethings10/14人教版八年级下册Unit3教案设计arealreadygiven.Writemorethingsyouneedtodo.Getstudentsworkinpairsandaddmorethingstothelist.Forexample：buysomeCDs，decoratethewalls，makesomegifts...T：Nowmakeconversationsandaskyourpartnertodosomeofthethingsforyou.Thenasksomepairstodemonstratetheirconversations.Step7DiscussionSay：Doingchoreshasadvantagesanddisadvantages.What’syouropinion?Asksomestudentstoreporttheiropinion.Thensay：SupposeyouareMs.MillerorMr.Smith，afterreadingthetwoletters，workingroupsanddiscusstheadvantagesanddisadvantagesofdoingchores.Afterafewminutes，asksomegroupstoreporttheiropinions.Step8ReadingSay：Readthelettersagainandtrytofindoutthephrasesin2d.Asksomestudentstotranslatethephrasesfirstandthenaskthemtoworkinpairstowriteonesentencewitheachphrasefromtheletters.Thenasksomestudentstoreporttheirsentences.Step9HomeworkFinishthechartin2caccordingtoMs.MillerandMr.Smith.Discussthequestionsin2ewithapartner.讲堂作业I.Matchthesentences()1.CouldIspeaktoSam，please？()2.Wouldyouliketocometomybirthdaypartytonight？()3.MayIcomein？()4.Whataboutgoingoutforawalk？()5.ShallIopenthedoor？()6.Willyou(please)lendyourpentome？a.Goodidea!Yes，please.Certainly.Holdon，please.I’dloveto.Sorry，I’mafraidnot.Comein，please.II.TranslatethesentencesintoEnglish.你能接一下电话吗？______________________________________你能把书带到教室里去吗？______________________________________你能帮我打扫房间吗？______________________________________我能翻开窗户吗？______________________________________11/14人教版八年级下册Unit3教案设计我能够借你的车吗？______________________________________参照答案：I.cdfabetotheclassroom?3.CouldCouldIborrowyourcar?

1.Couldyouanswerthephone?2.Couldyoutakethebookyouhelpmecleantheroom?4.CouldIopenthewindow?5.教学反省教师在展开教学活动时，个别小组出现“冷清”的场面，这些学生只顾自己独立思考，停留在独立学习的层次上，没有发挥合作学习的优势，使合作流于形式。出现上述情况，从合作学习的参与者——教师的角度剖析主假如教师的设计和引导不适合、或小组的编排不够合理等。从合作学习的参与者——学生的角度剖析，主假如学生还没有掌握基本的合作技术，或许合作意识淡薄，角色的落实不到位，或合作能力不强，合作精神不够。因此作为教师既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及怎样把学生的积极性真切调换起来。第课时教学目的一、知识与技术复习稳固本单元重点词汇和句型。培养学生的写作能力。达成有关练习。二、过程与方法思考、探究、议论、小组交流、合作。三、情感态度与价值观明确青少年做家务的原因和自己能做的家务，能感恩父亲母亲，体贴家人，养成坚持做家务的好习惯。教学重点复习稳固本单元重点词汇和句型。教学难点培养写作能力。教法导航让学生动脑思考，动笔写，着手练。学法导航独立思考，小组合作。教学准备多媒体，练习。12/14人教版八年级下册Unit3教案设计教学过程Step1GreetingsGreetthestudentsasusual.Step2RevisionAsksomestudentstoreporttheirhomework.Step3Discussion3a,Say：Doyouthinkchildrenshoulddosomechoresathome?Whyorwhynot?Discussthiswithapartnerandtakenotes.Thenasksomestudentstoreporttheirreasons.Step4Writing3b,Say：Nowit’swritingtime.PleasewritealettertotheSundayMailandexpressyouropinion.Youcanusethestructurein3b.Afterseveraltime，asksomestudentstoreporttheirletters.Step5SelfCheckSelfcheck1,Say：Therearemanychoreswecandoinourhouse.Pleasethinkoverandmakealistofchoresusingtheseverbs.Thenasksomestudentstoreporttheiranswers.Selfcheck2,Say：Asweallknow，wecanuse“could”toexpressrequestsandpermissions.Pleasedecidewhetherthesentencesarepoliterequestsorpermissions?Writethenumbersinthecorrectplacesinthechart.Thenasksomestudentstoreporttheiranswers.Selfcheck3,Say：Youdidverywell.Nowpleaseusethequestionsinactivity2towriteaconversation.Thenasksomes