人教版八年级下册第三单元英语Unit3第四课时教学设计.docx

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1、八年级下册英语教案授课时间： 年 月 日课题Unit 3 Could you please clean your room? Section B (1a-1d)班级备课教师课型听说课课时4核心素养与思政渗透本课继续学习家庭事务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“实践创新”中的“劳动意识”一项，要求学生能够尊重劳动，体谅家人，主动参加家务劳动。在本课中，通过讨论孩子和家长在准备聚会等家庭事务方面的不同分工及关系，可引导学生继续探索家庭亲情与家庭义务的重要性，意识到应对独立承担或帮助父母做适当的家务持有积极的态度。课标分析 新课标要求八年级学生能听懂发音清晰、语速较慢的简短

2、口头表达，获取关键信息；积累常用的词语搭配；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；能多角度、辩证地看待事物和分析问题；有积极主动的学习态度和较强的自信心；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流。教学目标语言能力能够在为聚会做准备的情境中正确使用关于准备活动的动词短语和情态动词could，以听说等方式理解他人的请求和征询许可；文化意识能够意识到在家庭事

3、务中，要主动分担、合理分工，必要时向父母求助；思维品质 能够在听说活动中准确获取并清晰表达有关家庭事务和分工的信息，提高思维的逻辑性和发散性；学习能力能够通过谈论聚会前的准备工作，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；通过小组合作，提升协作能力。教材内容分析B部分是对本单元主题的发展和纵深讨论，侧重孩子和家长在家庭事务方面的不同分工及关系。1a让学生通过语境提示判断各种情况是属于征询许可还是提出要求；1b让学生创编简单的对话；1c让学生通过听录音勾选所听到的短语，了解听力描述的场景内容；1d再听明确聚会前大家的分工以及一些注意事项；1e让学生

4、举一反三，完成输出的语言任务。重点有关家庭事务的短语表达；情态动词could表示礼貌请求和许可征询的恰当使用；难点清楚区分家庭成员的不同分工，将短语合理分类，能借助提出请求和许可征询的句型结构有逻辑地、清楚地表达；学情分析通过A部分的学习，学生已经熟练掌握了一些有关家庭事务的单词、短语以及提出请求、征求别人许可的句子，为本节课的听力以及对话训练奠定了一定的基础，因此学生们能够对熟悉的话题展开对话，并能够听懂有关的情景对话。设 计 教 学 过 程设 计 意 图学 生 活 动教 师 导 学Step 1. Warm up and revision.Chant time. Look at the sc

5、reen and chant with T together. While chanting, clap their hands.Step 2. Before-listening.1）Watching a video.Watch a video and think about the question. Then talk about it.2）Discussion.Have a discussion about the questions with their partners. With the help of the pictures, learn and say out some ph

6、rases.Ss: Study hard / do chores / go to the store/supermarket to buy things for them.Ss: Buy drinks/snacks / lendmoney to me3）Game.Have a responsibility division.4）Talk timeIn 1b, use the phrases in 1a to make conversations .Ss(Child): Yes, I can.Ss(Child): Could I invite my friends to a party? Sa:

7、 do the dishes.To learn phrases in 1a.Step 3. While-listening. Finish 1c. Listen to a conversation between Sandy and her mom. Check () the things in 1a that they hear.Then finish 1d. Listen again and fill in the chart. Check the answers.Sa: Sandys mom is going to buy some drinks and snacks.Step 4. A

8、fter-listening.Talk about the following things with your partner.Sa: Would you like to come to my birthday party?Sb: Yes, Id love to./Sorry, I cant. I have toSa: Could you please take out the rubbish?Sb: Yes, sure./No, I cant. I have to doStep 5. Conclusion. Reread the sentences with “could” and sum

9、 up the different usages.Guide Ss to chant with T together:Could you please sweep the floor, sweep the floor, (sweep, sweep)Could you please clean the living room, clean the living room, (clean, clean) Could you please take out the rubbish, take out the rubbish, (take out, take out)If we are free, w

10、e all say Yes, sure.Could you please do the dishes, do the dishes, (do, do)Could you please make the bed, make the bed, (make, make)T: What should we prepare for the party？Q1: Do you help your parents do the chores at home?Q2: Do you always ask your parents permission for?Q3: Do your parents ask you

11、 to do a lot of things for them?Show some pictures and answer the questions.T: What do your parents ask you to do?T: What can you ask your parents to do? Present some pictures to guide Ss to judge “parents” or “teenagers”. T(Parent): Could you clean your room? T(Parent): No, you cant have a party. Y

12、ou have a test on Monday.T: If you are having a party, what should you do before the party?T: Now, Sandy is going to have a party. What are Sandy and her mother going to do? Play the recording three times and ask Ss to finish the listening activities.1. buy some drinks and snacks2. borrow some money

13、3. clean your room4. invite my friends to a party5. go to the store6. use your CD player7. take out the rubbish8. make your bedT: You are having a party. Invite your partner to come to your party and ask for help with these things. Invite several pairs to show their conversations.*Could I do.? 礼貌地征询

14、许可*Could you (please).?礼貌地提出要求T: Activity is the only road to knowledge.通过打节拍唱歌谣，引导学生复习之前所学有关家务劳动和could表请求和征询许可句型，为新课热身，激发学生学习兴趣，活跃气氛。在听前利用视频创设为聚会做准备的情节，利用问题和图片引导学生学习相关词汇和区分提出请求和征询许可的不同使用对象，为听力活动做好语言铺垫。注意音形义的结合，引导学生根据读音规则和音标拼读单词。通过猜测游戏的形式形象生动地帮助学生理解提出请求和征询许可句型的使用场合和对象，感受语用功能，有助于加强听力理解。听中进行听力策略的渗透，如听

15、每遍录音时应有所侧重：第一遍利用关键词抓住主题，第二遍与动作实施者联系，提取具体细节等。核对答案时，注意引导学生用完整的句子汇报答案，加强语句层面的练习，为听后的口语交流做好铺垫。要求学生两人一组，仿照1e的示范开展口语对话。在巡视指导时，适时选择学生上台示范表演，以供大家借鉴学习。适时点评，对表现突出的学生要给予表演，对积极参与者做出肯定，对有欠缺者提供帮助、提出希望。总结could用法，对主题进行升华，引导学生知行合一、付诸实践。板 书 设 计Unit 3 Could you please clean your room? (Section B 1a-1d)作 业 设 计Level AYou are having a party at home this Sunday. You need some help. Please write an email to your friend to ask for help.Level BYou are having a party at home this Sunday. You need some help. Please make a list of things to do.教 学 反 思第 页