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英语人教版八年级下册Unit-3-教案

Unit3 Could you please clean your room?

SectionA(1a-2d)

一、Teaching Analysis教情分析

http://www.doczj.com/doc/149418241.html,nguage goals 语言目标

a、掌握以下短语:take out the rubbish, sweep the floor, make the bed, fold the

clothes等。

b、掌握could的基本用法,会用它来表达请求或征求许可及其应答语。

c、掌握以下句型:—Could I / you please..?

—Yes, sure. / Sorry, I can’t…

2.Ability goals 能力目标

教会学生用could礼貌地提出要求和征求许可。

帮助学生积累丰富与做家务相关的话题词汇、语块和句子表达。

通过对话的教学,提升学生听说能力。

3.Emotional goals 情感目标

引导学生在社会交往中,学会用礼貌用语。

培养学生热爱劳动,和家人分担家务的能力。

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 引导学生思考改进优化学习策略。

二、Student analysis学情分析

1. Fundamental State基本情况

本单元的教学为八年级下期内容,学生通过一年半的时间,已基本适应初中英语学习,具备了一定的英语学习的基本技能,初步掌握了一些学习策略。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,可从学生熟悉的家务事入手,用家务事相关图片进行教学引入,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基础,这样不断扩展知识和能力,从而最终实现由不熟悉到熟悉的学习体验过程。

2. Knowledge Reserve知识储备

通过一年半的学习和积累,学生积累了一定的词汇量,接触到了常见的话题和功能项目。学生基本知道如何使用句中含有情态动词的一般疑问句,为本节课谈论话题,以及从听力中捕捉有关信息奠定了知识基础。

3. Class data本班实际

本班学生有比较明确的学习目的,能够在小组活动中互相帮助,积极与他人合作,敢于用英语进行表达。本课时谈论家务琐事,话题内容贴近学生、贴近生活,学生熟悉,有话可说,教师应该尽量创设情景,拓展思路,必要时帮助学生用英语进行准确表达。

4. Teaching methods教法建议

4.1 Situational teaching approach情景教学法

4.2 Question and answer method问答法

4.3 Discussion method 讨论法

三、Teaching procedures 教学进程

1 . Leading-in and warming-up 引入与激趣活动

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 presentation

T 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 remember them.

Look at these phrases and practice the conversation:

—Could you please take out the rubbish?

—Sure. / Sorry, I can’t. I have to finish homework first.

b、Activity 1a

c、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 report their discussion in front of class.

e、Practice the conversation:

Mom: Petter, could you please…?

Petter: Yes, sure. /Al l right. /No problem. /Certainly. /Sorry, I can’t. I have to do …

2.3 Listening practice 听力训练

2.3.1 Activity 1b

a、Pre-listening. Get Ss to look at 1b and 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:

Peter’s mother: do the dishes , sweep the floor, clean the living room

Peter: take out the rubbish, make the bed, fold the clothes

c、Post-listening. Make conversations about the chores in 1a.

Examples

A: 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 know how to use them.

d、Activity 2a, 2b

2a 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 their answers.

The answers to 2a:

Yes: go out for dinner, go to the movies; No: stay out late, get a ride

The answers to 2b:

stay out late—You have a basketball game. get a ride—I 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 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 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. Read 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 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?”,是一个婉转地请别人帮忙的句型,情态动词could为______的过去式,但在以上句子只表达请求,

其语气比“Can you…?”更婉转客气,其否定句形式“__________________”。对“Could you please…?”做肯定回答时,可用“Sure. ”、“Of course. ”等,做否定回答时,可婉转地使用“No, I can’t./ Of course not./ Sorry. I have to…”等。

2. at least

意为“至少(可以或应该) ”,通常与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. any minute (now)意为“很快;马上”。

5. And she won’t 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,如果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 won’t go to the Great Wall.

2.7 Summary

2.7.1 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 expressions

do the dishes, sweep the floor, take out the trash, make the bed, fold the clothes, clean the room

2. —Could you please…?

—Yes, please. / Sorry, I can’t.

3. —Could I…?

—Yes, you can. /No, you can’t.

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 parents?

2. Make a conversation between you and your mother/father, using the sentence patterns “Could you please …? /Could I ...?” .

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