语人教版八年级下册Unit-3-教案.docx

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1、Unit3 Could you please clean your room SectionA1a-2d一、Teaching Analysis教情分析 1.Language goals 语言目标a、驾驭以下短语： take out the rubbish, sweep the floor, make the bed, fold the clothes等。b、驾驭could的根本用法，会用它来表达恳求或征求许可及其应答语。c、驾驭以下句型：Could I / you please. Yes, sure. / Sorry, I cant2.Ability goals 实力目标 教会学生用could

2、礼貌地提出要求和征求许可。扶植学生积累丰富及做家务相关的话题词汇、语块和句子表达。通过对话的教学，提升学生听说实力。3.Emotional goals 情感目标引导学生在社会交往中，学会用礼貌用语。培育学生酷爱劳动，和家人分担家务的实力。4.Important and difficult teaching points教学重难点1. 教会学生应用could礼貌地提出要求。2. 教会学生用could礼貌地征求许可。3 引导学生思索改良优化学习策略。二、Student analysis学情分析1. Fundamental State根本状况本单元的教学为八年级下期内容，学生通过一年半的时间，已根本

3、适应初中英语学习，具备了确定的英语学习的根本技能，初步驾驭了一些学习策略。本单元的中心话题是谈论家务琐事，学会运用could礼貌地提出要求和征求别人许可，因此，可从学生熟识的家务事入手，用家务事相关图片进展教学引入，再扩展到运用could礼貌提出要求和征求别人许可，为后面课时逐步引入本单元的教学活动奠定根底，这样不断扩展知识和实力，从而最终实现由不熟识到熟识的学习体验过程。2. Knowledge Reserve知识贮存通过一年半的学习和积累，学生积累了确定的词汇量，接触到了常见的话题和功能工程。学生根本知道如何运用句中含有情态动词的一般疑问句，为本节课谈论话题，以及从听力中捕获有关信息奠定了

4、知识根底。3. Class data本班实际本班学生有比拟明确的学习目的，能够在小组活动中相互扶植，主动及他人合作，敢于用英语进展表达。本课时谈论家务琐事，话题内容贴近学生、贴近生活，学生熟识，有话可说，老师应当尽量创设情景，拓展思路，必要时扶植学生用英语进展精确表达。4. Teaching methods教法建议 Situational teaching approach情景教学法 Question and answer method问答法 Discussion method 探讨法三、Teaching procedures 教学进程1 . Leading-in and warming-up

5、 引入及激趣活动 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 新知输入a、Language presentationT shows some photos and as

6、ks 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 remember them.Look at these phr

7、ases and practice the conversation:Could you please take out the rubbishSure. / 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 phrases.d、Invite different Ss to repor

8、t 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 听力训练 2.3.1 Activity 1ba、 Pre-listening. Get Ss to look at 1b and the blanks on page 1 and ask the

9、 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, fold the clothesc、Post-listening.

10、Make conversations about the chores in 1a. ExamplesA: Could you please. B: Yes, sure. /All right. /No problem./Certainly./Sorry, I cant. I have to do./Sorry, I cant. I am doing.In this step, T may want the Ss to practice this key sentence patterns and know how to use them.d、Activity 2a, 2b2a and 2b

11、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 their answers.The answers to 2a:Yes: go out for

12、 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 task, T can ask Ss to talk about how to ask for

13、permission.2.4 Oral Output 口语输出 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 girl want her brother to doQ2: Does the girl all

14、ow her brother to finish watching the showQ3: Why does the girl do like thatb、 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. Read the conversation in roles between the girl a

15、nd her brother.d、Ask Ss to practice several times and ask pairs to come to the front and act out the conversation . Sentence interpretation 难句理解1. Tony, could you please help out with a few things Could you take out the rubbish, fold the clothes and do the dishes结论： “_ 后面跟_。意为“请你好吗？，是一个宛转地请别人扶植的句型，情

16、态动词could为_的过去式，但在以上句子只表达恳求，其语气比“Can you更宛转客气，其否认句形式“_。对“Could you please？做确定答复时，可用“Sure. 、“Of course. 等，做否认答复时，可宛转地运用“No, I cant./ Of course not./ Sorry. I have to等。2. at least意为“至少(可以或应当) ，通常及could, should, must, might等情态动词连用，多指数量或程度上的最低限度。其反义词组为at most， 表示“至多，不超过。3. finish后接名词/代词/动词-ing形式，不可接不定式。4

17、. any minute (now)意为“很快；立刻。5. And she wont be happy if she sees this mess.本句含有if引导的条件状语从句，if引导的条件状语从句，假如主句谓语动词表示将来的意义，从句谓语动词用一般现在时表示将来。如：He will be late for school if he gets up late.If it rains tomorrow, we wont go to the Great Wall.2.7 Summary2.7.1 Guide Ss to work in groups and talk about :What h

18、ave 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. C

19、ould I？Yes, you can. /No, you cant.2.7.2 Get the Ss to learn them by heart.6. Homework 课后作业 1. How to be a better boy or a better girl Write an article about your plan of next week. What chores are you going to do to help your parents2. Make a conversation between you and your mother/father, using the sentence patterns “Could you please /Could I . .