英語人教版八年級下冊Unit-3-教案(共5頁)

1、精選優(yōu)質(zhì)文檔-傾情為你奉上Unit3 Could you please clean your room? SectionA（1a-2d）一、Teaching Analysis教情分析 1.Language goals 語言目標a、掌握以下短語： take out the rubbish, sweep the floor, make the bed, fold the clothes等。b、掌握could的基本用法，會用它來表達請求或征求許可及其應答語。c、掌握以下句型：Could I / you please.? Yes, sure. / Sorry, I cant2.Ability goal

2、s 能力目標 教會學生用could禮貌地提出要求和征求許可。幫助學生積累豐富與做家務相關的話題詞匯、語塊和句子表達。通過對話的教學，提升學生聽說能力。3.Emotional goals 情感目標引導學生在社會交往中，學會用禮貌用語。培養(yǎng)學生熱愛勞動，和家人分擔家務的能力。4.Important and difficult teaching points教學重難點1. 教會學生應用could禮貌地提出要求。2. 教會學生用could禮貌地征求許可。3 引導學生思考改進優(yōu)化學習策略。二、Student analysis學情分析1. Fundamental State基本情況本單元的教學為八年級下期

3、內(nèi)容，學生通過一年半的時間，已基本適應初中英語學習，具備了一定的英語學習的基本技能，初步掌握了一些學習策略。本單元的中心話題是談論家務瑣事，學會運用could禮貌地提出要求和征求別人許可，因此，可從學生熟悉的家務事入手，用家務事相關圖片進行教學引入，再擴展到運用could禮貌提出要求和征求別人許可，為后面課時逐步引入本單元的教學活動奠定基礎，這樣不斷擴展知識和能力，從而最終實現(xiàn)由不熟悉到熟悉的學習體驗過程。2. Knowledge Reserve知識儲備通過一年半的學習和積累，學生積累了一定的詞匯量，接觸到了常見的話題和功能項目。學生基本知道如何使用句中含有情態(tài)動詞的一般疑問句，為本節(jié)課談論話

4、題，以及從聽力中捕捉有關信息奠定了知識基礎。3. Class data本班實際本班學生有比較明確的學習目的，能夠在小組活動中互相幫助，積極與他人合作，敢于用英語進行表達。本課時談論家務瑣事，話題內(nèi)容貼近學生、貼近生活，學生熟悉，有話可說，教師應該盡量創(chuàng)設情景，拓展思路，必要時幫助學生用英語進行準確表達。4. Teaching methods教法建議4.1 Situational teaching approach情景教學法4.2 Question and answer method問答法 4.3 Discussion method 討論法三、Teaching procedures 教學進程1

5、. Leading-in and warming-up 引入與激趣活動 Free talk T tells Ss about the things she and her son did yesterday and ask a question“Can you guess what we did?” .Ask some Ss about what they usually help their parents do. T Helps them answer the questions in English.2 .New points input 新知輸入a、Language presentat

6、ionT shows some photos and asks a question, “What does he do every day? and teach these phrases about chores: Then T writes the phrases on the Bb: do chores, do the dishes, make the bed, take out the rubbish, fold the clothes, do the laundry, clean the living room.T asks Ss to read the phrases and r

7、emember them.Look at these phrases and practice the conversation:Could you please take out the rubbish?Sure. / Sorry, I cant. I have to finish homework first.b、Activity 1ac、Group work. Get Ss to work in groups and discuss the question, “Do you do these chores at home?”. Remember to use the key phras

8、es.d、Invite different Ss to report their discussion in front of class.e、Practice the conversation:Mom: Petter, could you please? Petter: Yes, sure. /All right. /No problem. /Certainly. /Sorry, I cant. I have to do 2.3 Listening practice 聽力訓練 2.3.1 Activity 1ba、 Pre-listening. Get Ss to look at 1b an

9、d the blanks on page 1 and ask the Ss to look at the blanks to help them make a prediction before listening. T plays the recording for the first time.b、While-listening. Check the answers: Peters mother: do the dishes , sweep the floor, clean the living roomPeter: take out the rubbish, make the bed,

10、fold the clothesc、Post-listening. Make conversations about the chores in 1a. ExamplesA: Could you please.? B: Yes, sure. /All right. /No problem./Certainly./Sorry, I can't. I have to do./Sorry, I can't. I am doing.In this step, T may want the Ss to practice this key sentence patterns and kno

11、w how to use them.d、Activity 2a, 2b2a and 2b provide listening practice using the target language.e、 Pre-listening. T can tell Ss to read the blanks and predict what the conversation talks about. Then play the recording for the first time.f、While-listening. T can give Ss the opportunities to show th

12、eir answers.The answers to 2a:Yes: go out for dinner, go to the movies; No: stay out late, get a rideThe answers to 2b:stay out lateYou have a basketball game. get a rideI have to do some work.If Ss give some incorrect answers, T can play the recording again.g、Post-listening. As a post-listening tas

13、k, T can ask Ss to talk about how to ask for permission.2.4 Oral Output 口語輸出 Activity 2d is a conversation between a girl and her brother. They talk about doing chores.a、T can encourage Ss to read the conversation alone and find out the answers to the following questions such as,Q1:What does the gir

14、l want her brother to do?Q2: Does the girl allow her brother to finish watching the show?Q3: Why does the girl do like that?b、 Get Ss to share their answers and check the answers together. c、 T can guide Ss to understand the whole conversation. T can play the recording for Ss to listen and repeat. R

15、ead the conversation in roles between the girl and her brother.d、Ask Ss to practice several times and ask pairs to come to the front and act out the conversation .2.5 Sentence interpretation 難句理解1. Tony, could you please help out with a few things? Could you take out the rubbish, fold the clothes an

16、d do the dishes?結論： “_” 后面跟_。意為“請你好嗎？”，是一個婉轉地請別人幫忙的句型，情態(tài)動詞could為_的過去式，但在以上句子只表達請求，其語氣比“Can you?”更婉轉客氣，其否定句形式“_”。對“Could you please？”做肯定回答時，可用“Sure. ”、“Of course. ”等，做否定回答時，可婉轉地使用“No, I cant./ Of course not./ Sorry. I have to”等。2. at least意為“至少(可以或應該) ”，通常與could, should, must, might等情態(tài)動詞連用，多指數(shù)量或程度上的最

17、低限度。其反義詞組為at most， 表示“至多，不超過”。3. finish后接名詞/代詞/動詞-ing形式，不可接不定式。4. any minute (now)意為“很快；馬上”。5. And she wont be happy if she sees this mess.本句含有if引導的條件狀語從句，if引導的條件狀語從句，如果主句謂語動詞表示將來的意義，從句謂語動詞用一般現(xiàn)在時表示將來。如：He will be late for school if he gets up late.If it rains tomorrow, we wont go to the Great Wall.2

18、.7 Summary2.7.1 Guide Ss to work in groups and talk about :What have you learnt in this period? Then ask the Ss to compete in groups, T can write down the phrases and sentences on the Bb.1. New words and expressionsdo the dishes, sweep the floor, take out the trash, make the bed, fold the clothes, clean the room2. Could you please？Yes, please. / Sorry, I cant.3. Could I？Yes, you can. /No, you cant.2.7.2 Get the Ss to learn them by heart