Unit3CouldyoupleasecleanyourroomSectionA(1a-2c)教案人教版英语八年级下册

Unit3CouldyoupleasecleanyourrooM?SectionA(1a2c)授课教师：授课班级：授课时间：Unit3Couldyoupleasecleanyourroom？SectionA(1a2c)教学设计科目英语授课教材人教版八年级下册主题人与自我，人与社会子主题：劳动实践，人际沟通课时第1课时授课班级授课教师语篇分析What:本课时的主要语篇内容围绕“家务琐事”这一话题展开。听力文本包括礼貌的请求和要求两部分。1b部分的内容为Peter和Peter’smom之间展开的对话。Peter的祖母要来，为此需要将家里打扫干净。在对话中Mom亲切温柔地布置了二者的家务分工，Peter也非常乐意地接受了妈妈的安排。2a部分为Peter和Peter’sdad之间的对话，Peter就能否外出等四个行为做出请求，在对话中Dad答应了两个请求，拒绝了Peter的两个请求并做出了合理的解释。Why:通过谈论家务琐事学习礼貌地提出请求和征求许可，学会使用得体的语言与人交往。培养学生生活习惯的养成,帮助学生建立家庭责任感。通过实践了解语言结构背后英语语言文化中的委婉表达，学生对于语言的认识会更加的丰富，能够更了解语言背后的文化底蕴。同时通过实践交流，学生能够从文化差异的角度来思考不同国家的差异性以及共性。How:本对话语篇的为记叙文，文章主要分为两部分。文章标题和配图非常清楚的点明了主题，使得学生在泛听精听时能够有效把握重点。使得学生能通过简短语篇获取、归纳礼貌提出要求和请求用语。但文本情境设置仍有不足，母亲形象和家务捆绑，加深学了生对家务劳动属于女性的刻板印象，教师应在授课时提示学生每个家庭成员都应分担家务。学情分析本节课的话题来自学生的生活经历，学生在人教版英语七年级下册Unit4Don’teatinclassSectionB中已经学习了许多表示家务劳动的动词短语:dothedishes，helphismommakebreakfast，makethebed等，为学生们的口语表达和书面表达提供了语言基础。但个别词组可能会存在发音及记忆问题。对于委婉提出请求和征询许可，学生需要在一定场景下进行学习和运用。TeachingObjectivesBytheendofthislesson,studentsshouldbeabletoLanguageAbility:recognizeandtalkaboutdifferentkindsofchores;makerequestsandaskforpermissionspolitelywithcould;acceptandrefuserequestsandpermissionsappropriately.ThinkingQuality:takeanobjectiveviewofhouseworkandsharethehousework; improvetheabilityoflisteningforspecificinformationbyworkingouttheframeworktomakerequestsandaskforpermission.CulturalAwareness:beresponsibleforfamilychores;beawareofthateveryfamilymembershouldsharethechores,especiallymenwhodon’toftendohousework;beawareoftheimportanceofappropriatelanguageinmunication.LearningAbility:(forfasterlearners)improvetheirabilitiesoflisteningforgistbygeneralizingthetargetsentencepatternandlisteningfordetailsbycatchingthekeypoints.Also,knowthequalitiesofapoliteconversationandknowhowtotalknicely.(forslowerlearners)understandPeterandhisparents’conversationsandtrytomakerequestsandaskforpermissionpolitelywithsomesentencestructures.developindependentlearningandcooperativelearningabilitythroughindividualthinkingandgroupwork.KeypointsanddifficultpointsKeypoints：wordsandphrasesaboutchores;thestructureofhowtomakepoliterequestsandhowtoaskforpermissionspolitely.Difficultpoints:Studentscouldmakerequestsandaskforpermissionpolitely.TeachingProceduresStepsTeacher’sactivitiesStudents’activitiesPurposesStep1:Warmingup（5min）Greeting.Tshowsavideoofchoresandchantwithstudentstolearnthephrasesaboutchores.TasksSswhatchorestheyusuallydoathome.Ssappreciateavideoandactivatetheirpriorknowledgeaboutchores.SschantwiththeTandlearnphrasesaboutchores.Sssharetheirexperienceaboutfamilychores.TofamiliarizeSswiththetopic;ToactivateSs’priorknowledgeaboutchoresandincreaseSs’vocabularyaboutchores.Step2：Prelistening（1min）TasksSstolookandpredictifPeterwilltakeouttherubbish.SslookthepictureandpredictifPeterwilltakeouttherubbish.Tosetthesceneforactivity1a;Step3:Whilelistening（5min）TdirectsSstolistenandfinish1b.TguidesSstochecktheanswersusing“sbwilldosth.”TasksSstolistenagainandfillintheblanks.TdirectsSstoextractthesentencepatternabouthowtomakerequestspolitely,howtoacceptandrefuserequestspolitely.Tshowsthestructureofmaking,acceptingandrefusingrequestspolitely.Sslistento1acarefully,checkPeter’smotherorPeter.Sschecktheanswerstofivequestions1bandhaveageneralpictureoftheconversation.Sslistenagain,fillintheblanks,workouthowtopolitelymake,acceptandrejectarequest.ToengageSsinlisteningfordetails;TointroduceSsthefirstlessongoal:makepoliterequests;TohelpSsrecognizethetargetlanguageinnaturalspeech;TodevelopSs’logicalthinkingskillsStep4：Postlistening（6min）TasksstudentstoworkinpairsandmakeconversationswithchoresTinvitessomepairstoshowforclass.Ssworkinpairs,makerequestspolitelywithchores.Ssshowforclass.TohelpSspracticeinmakingpoliterequestsineverydayconversations.Step5：Prelistening（1min）TasksSstolookatthepictureandpredict:Thereisaconversationbetweenandhisfather.Peterwantstodosomethingrelaxing,whatshouldhesay?Doeshisfatheragreewithhispermission?Ssobservethepictureandanswerthequestions.TointroduceSstothesecondlessongoal:askforpermission.TohelpSsrecognizethelanguagestructureusedtoaskforpermission.Step5：Whilelistening（6min）TasksSstofinish2a.TasksSstolistenagainandfindoutwhyPeterfathersays“no”.TdirectsSstothinkhowtoaskforpermissionspolitelyandhowtorespondtoit.Sslistenandcheckyesorno.Sslistenagain,drawlinestothereasonsinthechartin2a.Ssthinkaboutthewaysofaskingforpermission.TogiveSslisteningpracticeinthetargetlanguageandencourageSstolistenfordetails.Step6:Postlistening（14min）TasksSstoroleplaytheconversationsbetweenPeterandhisfather.SsroleplaytheconversationsbetweenPeterandhisfather.TogiveSspracticeinaskingforpermissioninthecontextofhome.1.TasksSstoworkingroupsofsixorseven,askandanswerpolitely.Remindsseveryoneshouldaskthreequestionsatleast.Thegroupwhichfinishesfirstwins.2.Tinvitessomegroupstoshowforclass.Ssworkingroupsofsixorseven,makerequests,oraskforpermissionspolitelywiththeguidefromlearningsheet.To