2022年人教版八年级英语下册第三单元教案 .pdf

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1、优秀教案欢迎下载Unit 3 Could you please clean your room? 教材解读本单元的话题是Chores，主要是关于家庭生活，谈论家务琐事及家庭互助，要求学生学会用Could you please . ？和 Could I please . ？来委婉地提出请求或征求别人的许可以及如何有礼貌地拒绝别人并表达自己的理由，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建立起着重要的作用。通过学习本单元，学生应当能认识到家庭亲情及家庭义务的重要性，应对参加及帮助父母做适当的家务持有积极的态度。通过单元学习

2、，学生还将了解中西方在这方面的文化差异，增强他们在日常生活中的沟通和交流能力。单元目标一、知识与技能1. 掌握重点单词和短语。2. 掌握请求帮助和请求允许及应答的句型：Could you please clean your room? Could I please use the car? Yes ，you can. No，you can t. I have to go out.3. 培养听说读写四项基本技能。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，积极创设较真实的语言环境，利用教学图片、录音机或多媒体课件来展开课堂的听力和口语交际活动。三、情感态度与价值观明确“家

3、务人人有责”的思想，能积极主动地参加家务劳动。认识到父母照顾家庭的辛劳，养成爱父母、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，为自己的将来奠定基础。教法导航采用直观教学法，遵循以学生为主体的原则。学法导航采用 Using contest guessing 和 Role playing 的学习策略，课时支配第 1 课时： Section A 1a-2d第 2 课时： Section A 3a-4c 第 3 课时： Section B 1a-2e 第 4 课时： Section B 3a-Self Check精选学习资料 - - - - - - - - - 名师归纳总结

4、- - - - - - -第 1 页，共 14 页优秀教案欢迎下载课时教案第 1 课时 Section A 1a-2c 教学目标一、知识与技能1. 掌握重点词汇和短语：do the dishes，take out the rubbish，fold your clothes ，sweep the floor ，make your bed，clean the living room 2. 理解并掌握重点句型：Could you please ? Could I ? 3. 能听懂有关做家务和日常活动的对话。二、过程与方法采用情境教学法，调动学生的积极性，引导他们积极参与课堂。三、情感态度与价值观了解

5、各种家务，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请求。教学难点能抓住录音中的关键词。教法导航课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。学法导航加强小组合作学习，积极回答问题。教学准备图片，录音机，多媒体。教学过程Step 1 Greetings Greet the students as usual. Step 2 Lead-in T：Good morning ，boys and girls! I am always very busy on weekends. So my daughter often helps me with the

6、housework. Do you often help your mother do the chores at home? (Write “chores” on blackboard and explain it.) Here “chore” means housework. Could you please tell me what chores you do at home? S1：I often clean my room. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 14 页优秀教案欢迎下载S2：I wash my cl

7、othes and fold my clothes. S3：I clean the window. S4：I make my bed and sweep the floor. S5：I clean the living room. T： Well， you are good boys and girls! We should try to be helpful and do some chores at home. Step 3 New words and expressions Ask the students to look at the picture on Page 17. T：Loo

8、k at the picture on page 17. What can you see? S1：Peter and his mother. S2：The dustbin is full. S3：The floor is dirty. S4：. T：So there are a lot of chores to do， right? Help students to learn the following phrases about chores： clean the living room; do the dishes; sweep the floor; make the bed; tak

9、e out the trash; fold the clothes Step 4 Presentation T：If you want to ask somebody to do chores ，how can you ask in English? S1：Can you do the chores? S2：Could you please do the chores? T：Which one do you think is better? students：The second one. T： Yes. We should say“Could you please do the chores

10、?”instead of other ways because it sounds very polite. Write “Could you please .?” on the blackboard. Step 5 Pair work T：In the picture ，the mom asks the son to do some chores. What does she say? S：Peter，could you please take out the trash? T： Good! Today， we ll learn how to make polite requests wit

11、h could. It is very important to be polite in our life. Now work in pairs. Imagine you are the mom and the son in the picture. Ask your partner to do the chores that you see. First ask two students to read the sample conversation in activity 1c. Then students make their own conversations. Call sever

12、al pairs to demonstrate their conversations to the class. Step 6 Listening T：You will here a conversation between Peter and his mother. What kind of chores do Mom and Peter do? Check Mom or Peter. Play the recording twice. For the first time students focus on the chores Mom does; the second time，foc

13、us on the chores Peter does. Then check the answers. Step 7 A little gameFind out the best helper at home. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 14 页优秀教案欢迎下载T：Do you often help your parents do the chores? Now let s choose the best helper at home. First please write down all the chores

14、 from your memory on a piece of paper. Then check each chore you do at home. The one who check the most chores will be the best helper at home. Step 8 Group work T：Imagine we are going to clean our classroom this afternoon. You need someone to help you do some things. Think of the things you need to

15、 do and make polite requests to your partners. You may find these phrases useful. Show the following phrases on the screen ：carry some water，clean the desks，clean the chairs，clean the windows ，clean the blackboard，turn off the lights，take down the old pictures，put up the new pictures，sweep the floor

16、. After a few minutes ，call several groups to show their conversations. Step 9 Presentation T：I can t find my pen. But I have to write something now. What can I do?S：You can borrow a pen from others. T：But what should I say? S：Can I use your pen? T：But that doesn t sound very polite. Any other idea?

17、 S：Could I please use your pen? (Write the sentence on the blackboard) T：Good! That s a very polite way. Step 10 Listening Ask the students to look at the picture on Page 18. Then say ：Look at the picture. That s Peter and his father. Peter asks his father if he can do four things. Look at the chart

18、 in activity 2a. What are the four things? Ask a student to read the things aloud. T：What does his father say? Now please listen to the tape and check yes or no in the chart. Play the tape twice. For the first time，they only listen. The second time ， they check “yes” or “no”. Then check the answers

19、with the whole class. T：Why Peter s father say no? What are his reasons? Let s listen to the conversation again. Draw lines to the reasons in the chart. Before play the tape，ask a student to read the reasons given. Then play the tape. If necessary，play it again. Check the answers. Help students to s

20、ummarize different ways of answering the question “Could I.?”Yes，you can / I guess so / Oh， yeah / Sure. No， you can t. . / Sorry， but . Step 11 Pair work T： Now look at activity 2c. Work in pairs. Student A is Peter who asks if he can do things. Student B is Peter s father who says “yes” or “ no”.

21、If you say “ no”， give a reason. First get two students to read the sample conversation. Then students make their own conversations. Step 12 Group work T：Imagine we ll have a self-study class this afternoon. You would like to do many 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 14 页优秀教案欢迎下载d

22、ifferent things. How will you ask your teacher for permission? Please do it in groups of four. One will be the teacher ，and the others will be the students ，make conversation like this ：S：Could I please listen to music? T：No you can t.S：Could I please go to play basketball? T：Sorry，you have to stay

23、in class. S：Could I please draw pictures? T：Yes，you can. After that ，get several groups to demonstrate their conversations to the class. Step 13 Homework 1. Suppose you are having a party，and you need more drinks and snacks. But you can t leave the house. Ask your classmates for help. Write a dialog

24、ue between you and your classmate with “ Could I please .?”and “Could you please .?”2. Understand，read and role play the conversation in 2d. 课堂作业1. -Could you please s the floor? -Yes，sure. 2. -Could you please do the d ? -Sorry， I can t. I have to do my homework. 3. 我每天早上都整理床铺。I _ the _ every morni

25、ng. 4. 我父母让我晚上不要在外面呆得太晚。My parents asked me not to _ _ late at night. 5. Could I watch the football match? （作肯定回答）_， you _. 参考答案： 1. sweep 2. dishes 3. make， bed 4. stay out 5. Yes，can. 教学反思多媒体能使整个教学过程表现为声、图、文并茂，使声音、图像、文字的呈现更自然。为此，在课堂上，教师应该为学生创造学习氛围，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

26、读，让思维敏捷的同学先回答问题，让善于观察的同学多纠正错误，让反应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、多动手。第 2 课时 Section A 3a-4c 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 14 页优秀教案欢迎下载教学目标一、知识与技能1. 复习、巩固表示委婉请求和应答的句型。2. 培养阅读理解能力。3. 完成相关练习。二、过程与方法将抽象知识具体化，帮助学生总结规律，系统地学习语法。调动学生的积极性，引导他们积极参与课堂。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

27、习、巩固表示委婉请求和应答的句型。教学难点培养阅读理解能力。教法导航通过大量练习让学生主动掌握语法知识。学法导航练习、讨论、主动探求规律。教学准备多媒体。教学过程Step 1 Greetings Greet the students as usual. Step 2 A Game Show a list of chores on the blackboard ：do the dishes clean your room take out the trash sweep the floor fold your clothes make your bed Give them a set of bl

28、ank cards. T：Let s play a game. You will work in groups of four. First each group writes the chores on the cards. Put them face down. The first student turns over a card ， and asks the student next to him/her to do this chore. That student says “ no” and gives a reason. Each student should give a re

29、ason that has not been given before. The one who can t give a proper reason will be out of the game. Those who can keep coming up with reasons will be the winner. Step 3 Role play Ask some pairs to role play the dialogue in 2d. Step 4 Presentation Say：As we all know ，Mother does almost all the house

30、work in the house. She is always 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 14 页优秀教案欢迎下载tired. Should we help Mother? What we can do to help her? Ask some students to report their answers. Step 5 Reading Say： Now let s read an article about Nancy and her mother. Please read quickly and ans

31、wer the questions：1. Why was Nancy s mom angry with her? 2. Did they solve the problem? How? Then ask some students to report their answers. Now let s read the sentences in 3b，try to understand and translate them. Then read the passage again carefully and try to underline the sentences from the read

32、ing that mean the same thing. After several minutes ， ask some students to report their answers and translate the sentences into Chinese. Step 6 Language points 1. You watch TV all the time and . all the time （在该段时间内）一直；向来，一向；时时刻刻；每时每刻e.g. I do this all the time. 我一直是这么做的。This happens all the time.

33、这种情况是时时发生的。2. I m just as tired as you are!as . as 意为 “和 一样”， 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。其基本结构为：as + adj./ adv. + as。e.g. This film is as interesting as that one. 这部电影和那部电影一样有趣。Your pen writes as smoothly as mine. 你的钢笔书写起来和我的一样流畅。注意： as as 的否定形式为“not as/so + adj ./adv. + as”。e.g. He didn t ac

34、t as well as you. 他表现得不如你好。3. For one week，she did not do any housework ， and neither did I. 1) neither 用作副词，作“也不”解释，放在句首，表示前面否定的内容也适用于另一个人或物，句子须采用部分倒装。此时也可用nor 替换 neither 使用。e.g. - I dont like this dress. 我不喜欢这件连衣裙。- Neither / Nor do I. 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。2) neither 用作代词，表示“两者都不，双方

35、均不”。He answered neither of the letters. 他两封信都没回。e.g.- Which one would you like? 你喜欢哪一个？- Neither. 两个都不喜欢。Step 7 Practice 3c, Show the sentences on the screen ： 1. Could you take the dog for a walk? 2. I walked home from school. Then ask some students to read and translate them. Then help them to say

36、 that the word “walk” in the first sentence is a noun and the word “walked” in the second sentence is a verb. Then ask the students to look at the sentences in 3c and decide whether the underlined words in the sentences are verbs or nouns. Then write another sentence using the 精选学习资料 - - - - - - - -

37、 - 名师归纳总结 - - - - - - -第 7 页，共 14 页优秀教案欢迎下载underlined word in the other form. Finally ask some students to report their answers. Step 8 Grammar focus Ask the students to translate the sentences in the box and try to remember them. Then practice them in pairs. Finally ask the students to make up more

38、 similar dialogues. Step 9 Practice 4a First ask the students to translate the sentences from 1 to 5，then decide whether they are requests or permissions. Then match each one with the correct response. Finally ask the students to practice the dialogues in pairs. 4b First ask the students to fill in

39、the blanks in the conversation by themselves and then ask them to check the answers in pairs. Finally ask them to practice the dialogue in pairs. Step 10 Group work Say： Boys and girls ， we ll go for a camping trip tomorrow. And today we should prepare what we need. Please work in groups and make a

40、list of things your group needs to do for a camping trip. Then discuss who will do them and complete the chart in 4c. You can use the dialogue to help you ： A： Could you please bring a tent ， Liu Chang? B ： Sure. And could you please? C： Sorry， I can t. I have to After several minutes ， ask some gro

41、ups to practice the dialogue. Step 11 Homework Suppose your family will go to America for summer holiday，what should you prepare? Talk about it in groups and try to use the sentence patterns：Could you ? Could I ? 课堂作业I. 根据句意和首字母用适当的单词填空1. Do you like doing chores? No ，I h_ doing chores. 2. What do y

42、ou do after you get up every day? I brush my teeth and w _ my face. 3. Could you help your mother m_ dinner on Sundays? 4. I often do the s_ with my sister on weekend. 5. I have a little money ，could I b_ some from you? 6. Could I please u_ your car? Sorry ，I can t. I have to have a meeting.II. 连词成句

43、1. take out， could，please，you，trash，the _? 2. I，please，movies，go，could，to，the _ ？3. you， often，the，clean，room，do _ ？4. but，have，you，to， your，finish， first， homework _. 参考答案：I. 1. hate 2. wash 3. make 4. shopping 5. borrow 6. use II. 1. Could you please take out the trash? 2. Could I please go to the

44、 movies? 3. Do you often clean the 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 8 页，共 14 页优秀教案欢迎下载room? 4. But you have to finish your homework first. 教学反思一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气氛比较活跃，调动了大部分学生听课的积极性，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进作用。但很明显，语言表达能力强的学生参与的机会相对要多，代表小组汇报的机会也多，而另有一些学生却习惯

45、于当听众，被动地接受别人的观点，很少发表自己的个人意见，也就是说在小组合作学习中学生的参与度不均衡，而这部分学生主要是学习困难生。第 3 课时 Section B 1a-2e 教学目标一、知识与技能1. 掌握新单词和短语。2. 在不同的情境中正确、熟练地使用表示委婉请求的句型。3. 培养听、说、读、写四项基本技能。二、过程与方法观看，感受，模仿，实践。三、情感态度与价值观认识到不仅在家庭中，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、熟练地使用表示委婉请求的句型。教学难点培养听、说、读、写四项基本技能。教法导航创设情境，实践演练。学法导航通过听说读写，独立思考，小

46、组合作完成学习任务，提高各项能力。教学准备图片，多媒体。教学过程Step 1 Greetings Greet the students as usual. Step 2 Preparation T： When I was a teenager， my parents often asked me to clean my room. Sometimes they asked me to buy some things. Now I often ask my daughter to take out the trash. What chores 精选学习资料 - - - - - - - - - 名

47、师归纳总结 - - - - - - -第 9 页，共 14 页优秀教案欢迎下载do your parents usually ask you to do? S1：My mother usually asks me to buy some food. S2：My mother often asks me to make my bed. S3：My father always asks me to clean my bike. S4：They ask me to clean my bedroom. T： Do you ask your parents to do anything? What do

48、 you ask them to do? S1：I ask my mother to make bed for me. S2：I ask my father to buy some books for me. . Step 3 Practice T：Look at the items in 1a ，Section B. What can teenagers ask their parents to do? What do parents ask their teenagers to do? Write “parents” or “teenagers” next to each phrase.

49、Ask students to go through the phrases first. Give some explanations about the key words. teenager ： someone who is between 13 and 19 years old snack：something eaten between meals borrow：borrow sth from sb lend：lend sth to sb/lend sb sth invite：invite sb to sth (a wedding ， party， meal， etc.) ; invi

50、te sb to do sth Then check their answers. Step 4 Pair work Let students use the phrases in activity 1a to make conversations between parents and teenagers. First， get a pair of students to read the sample conversations. Then students make their own conversations. Step 5 Listening 1c, T：Now listen to