人教版八年級英語下冊第三單元教案

1、精選優(yōu)質(zhì)文檔-傾情為你奉上Unit 3 Could you please clean your room?教材解讀本單元的話題是Chores，主要是關(guān)于家庭生活，談論家務瑣事及家庭互助，要求學生學會用Could you please .？和Could I please .？來委婉地提出請求或征求別人的許可以及如何有禮貌地拒絕別人并表達自己的理由，陳述自己的好惡。家庭生活及家務勞動是社會家庭和學生生活中的重要方面，對學生生活習慣的養(yǎng)成、社會行為習慣及家庭責任感的建立起著重要的作用。通過學習本單元，學生應當能認識到家庭親情及家庭義務的重要性，應對參加及幫助父母做適當?shù)募覄粘钟蟹e極的態(tài)度。通過單元學

2、習，學生還將了解中西方在這方面的文化差異，增強他們在日常生活中的溝通和交流能力。單元目標一、知識與技能1. 掌握重點單詞和短語。2. 掌握請求幫助和請求允許及應答的句型：Could you please clean your room? Could I please use the car? Yes，you can. No，you cant. I have to go out.3. 培養(yǎng)聽說讀寫四項基本技能。二、過程與方法采用個人獨立思考，兩人或多人小組合作、交流的學習策略，積極創(chuàng)設較真實的語言環(huán)境，利用教學圖片、錄音機或多媒體課件來展開課堂的聽力和口語交際活動。三、情感態(tài)度與價值觀明確“家務

3、人人有責”的思想，能積極主動地參加家務勞動。認識到父母照顧家庭的辛勞，養(yǎng)成愛父母、愛家庭、愛家務的好習慣。學習照顧家庭同時也是照顧自己，培養(yǎng)獨立能力，為自己的將來奠定基礎。教法導航采用直觀教學法，遵循以學生為主體的原則。學法導航采用Using contest guessing和Role playing的學習策略，課時支配第1課時：Section A 1a-2d第2課時：Section A 3a-4c第3課時：Section B 1a-2e第4課時：Section B 3a-Self Check課時教案 第1課時 Section A 1a-2c教學目標一、知識與技能1. 掌握重點詞匯和短語：do

4、 the dishes，take out the rubbish，fold your clothes，sweep the floor，make your bed，clean the living room2. 理解并掌握重點句型：Could you please? Could I ?3. 能聽懂有關(guān)做家務和日?；顒拥膶υ?。二、過程與方法采用情境教學法，調(diào)動學生的積極性，引導他們積極參與課堂。 三、情感態(tài)度與價值觀了解各種家務，能發(fā)現(xiàn)要做的家務并積極主動地去做。教學重點能用本課的重點詞匯和句型對家務作出委婉請求。教學難點能抓住錄音中的關(guān)鍵詞。教法導航課上引導學生積極參與課堂活動，老師少講，鼓勵學

5、生多練。學法導航加強小組合作學習，積極回答問題。教學準備圖片，錄音機，多媒體。教學過程Step 1 GreetingsGreet the students as usual.Step 2 Lead-inT：Good morning，boys and girls! I am always very busy on weekends. So my daughter often helps me with the housework. Do you often help your mother do the chores at home? (Write “chores” on blackboard

6、and explain it.) Here “chore” means housework. Could you please tell me what chores you do at home? S1：I often clean my room.S2：I wash my clothes 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

7、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：Look 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? He

8、lp students to learn the following phrases about chores：clean the living room; do the dishes; sweep the floor; make the bed; take 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

9、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?”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. Wha

10、t does she say?S：Peter，could you please take out the trash?T：Good! Today，well learn how to make polite requests with 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

11、two students to read the sample conversation in activity 1c. Then students make their own conversations. Call several 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 Mo

12、m or Peter.Play the recording twice. For the first time students focus on the chores Mom does; the second time，focus on the chores Peter does. Then check the answers.Step 7 A little gameFind out the best helper at home.T：Do you often help your parents do the chores? Now lets choose the best helper a

13、t home. First please write down all the chores 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 workT：Imagine we are going to clean our classroom this afternoon. You need someone to help you do

14、some things. Think of the things you need to 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 picture

15、s，put up the new pictures，sweep the floor. After a few minutes，call several groups to show their conversations.Step 9 PresentationT：I cant 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 doesnt s

16、ound very polite. Any other idea?S：Could I please use your pen? (Write the sentence on the blackboard)T：Good! Thats a very polite way. Step 10 Listening Ask the students to look at the picture on Page 18. Then say：Look at the picture. Thats Peter and his father. Peter asks his father if he can do fo

17、ur things. Look at the chart 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”

18、. Then check the answers with the whole class. T：Why Peters father say no? What are his reasons? Lets 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 answ

19、ers.Help students to summarize different ways of answering the question “Could I.?” Yes，you can / I guess so / Oh， yeah / Sure. No， you cant. . / 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 Peters father who sa

20、ys “yes” or “no”. 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 well have a self-study class this afternoon. You would like to do many different things. How will you ask your teacher for

21、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 cant.S：Could I please go to play basketball?T：Sorry，you have to stay in class.S：Could I please draw pictures?T：Yes，you can.Aft

22、er that，get several groups to demonstrate their conversations to the class. Step 13 Homework1. Suppose you are having a party，and you need more drinks and snacks. But you cant leave the house. Ask your classmates for help. Write a dialogue between you and your classmate with “Could I please .?”and “

23、Could you please .?” 2. Understand，read and role play the conversation in 2d.課堂作業(yè)1. -Could you please s the floor?-Yes，sure.2. -Could you please do the d ? -Sorry，I cant. I have to do my homework.3. 我每天早上都整理床鋪。I _ the _ every morning.4. 我父母讓我晚上不要在外面呆得太晚。My parents asked me not to _ _ late at night.5

24、. Could I watch the football match? （作肯定回答）_，you _.參考答案：1. sweep 2. dishes 3. make， bed 4. stay out 5. Yes，can.教學反思多媒體能使整個教學過程表現(xiàn)為聲、圖、文并茂，使聲音、圖像、文字的呈現(xiàn)更自然。為此，在課堂上，教師應該為學生創(chuàng)造學習氛圍，讓學生時常有成功感和成就感，以便進一步激發(fā)學生學習的內(nèi)在動力。在本堂課中應注意讓發(fā)音較標準的同學多朗讀，讓思維敏捷的同學先回答問題，讓善于觀察的同學多糾正錯誤，讓反應慢的同學多回答低難度問題。盡量使每個同學多動腦、多動口、多動手。第2課時 Secti

25、on A 3a-4c教學目標一、知識與技能1. 復習、鞏固表示委婉請求和應答的句型。2. 培養(yǎng)閱讀理解能力。3. 完成相關(guān)練習。二、過程與方法將抽象知識具體化，幫助學生總結(jié)規(guī)律，系統(tǒng)地學習語法。調(diào)動學生的積極性，引導他們積極參與課堂。三、情感態(tài)度與價值觀認識到做家務的意義和重要性，養(yǎng)成常做家務的好習慣。教學重點復習、鞏固表示委婉請求和應答的句型。教學難點培養(yǎng)閱讀理解能力。教法導航通過大量練習讓學生主動掌握語法知識。學法導航練習、討論、主動探求規(guī)律。教學準備多媒體。教學過程Step 1 GreetingsGreet the students as usual.Step 2 A Game Show

26、 a list of chores on the blackboard：do the dishes clean your roomtake out the trash sweep the floorfold your clothes make your bed Give them a set of blank cards. T：Lets 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 stude

27、nt 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 reason that has not been given before. The one who cant give a proper reason will be out of the game. Those who can keep coming up with reasons will be th

28、e winner. Step 3 Role playAsk some pairs to role play the dialogue in 2d.Step 4 PresentationSay：As we all know，Mother does almost all the housework in the house. She is always tired. Should we help Mother? What we can do to help her? Ask some students to report their answers.Step 5 ReadingSay：Now le

29、ts read an article about Nancy and her mother. Please read quickly and answer the questions：1. Why was Nancys mom angry with her? 2. Did they solve the problem? How?Then ask some students to report their answers.Now lets read the sentences in 3b，try to understand and translate them. Then read the pa

30、ssage again carefully and try to underline the sentences from the reading that mean the same thing. After several minutes， ask some students to report their answers and translate the sentences into Chinese.Step 6 Language points1. You watch TV all the time and .all the time（在該段時間內(nèi)）一直；向來，一向；時時刻刻；每時每刻

31、e.g. I do this all the time. 我一直是這么做的。This happens all the time. 這種情況是時時發(fā)生的。2. Im just as tired as you are!as . as 意為 “和一樣”，表示同級的比較。使用時要注意第一個as為副詞，第二個as為連詞。其基本結(jié)構(gòu)為：as + adj./ adv. + as。e.g. This film is as interesting as that one. 這部電影和那部電影一樣有趣。Your&#

32、160;pen writes as smoothly as mine. 你的鋼筆書寫起來和我的一樣流暢。注意：as as 的否定形式為“not as/so + adj./adv. + as”。e.g. He didnt act as well as you. 他表現(xiàn)得不如你好。3. For one week，she did not do any housework， and neither did I.1) neither 用作副詞，作“也不”解釋，放在句首，表示前面否定的內(nèi)容也適用于另一個人或物，句子須采用部分倒裝。此時也可用nor替換 ne

33、ither 使用。e.g. - I dont like this dress. 我不喜歡這件連衣裙。- Neither / Nor do I. 我也不喜歡。注意：neither 之后的主語要置于助動詞或系動詞之后。2) neither 用作代詞，表示“兩者都不，雙方均不”。He answered neither of the letters. 他兩封信都沒回。e.g.- Which one would yo

34、u like? 你喜歡哪一個？- Neither. 兩個都不喜歡。 Step 7 Practice3c, 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 that the word “walk” in the first sentence is a noun and

35、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 underlined word in the other form. Finally ask some students to report their ans

36、wers.Step 8 Grammar focusAsk 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 similar dialogues.Step 9 Practice4a First ask the students to translate the sentences from 1 to 5，then decide whether they a

37、re 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 the blanks in the conversation by themselves and then ask them to check the answers in pairs. Finally ask them to practice the d

38、ialogue in pairs.Step 10 Group workSay：Boys and girls，well go for a camping trip tomorrow. And today we should prepare what we need. Please work in groups and make a 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

39、dialogue to help you：A：Could you please bring a tent， Liu Chang? B：Sure. And could you please? C：Sorry，I cant. I have to After several minutes，ask some groups to practice the dialogue.Step 11 HomeworkSuppose your family will go to America for summer holiday，what should you prepare? Talk about it in

40、groups and try to use the sentence patterns：Could you? Could I ?課堂作業(yè)I. 根據(jù)句意和首字母用適當?shù)膯卧~填空1. Do you like doing chores? No，I h_ doing chores.2. What do you 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 sist

41、er on weekend. 5. I have a little money，could I b_ some from you?6. Could I please u_ your car? Sorry，I cant. I have to have a meeting.II. 連詞成句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_

42、.參考答案：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 movies? 3. Do you often clean the room? 4. But you have to finish your homework first.教學反思一節(jié)課下來，大部分學生都能積極投入到課堂教學中來，并積極舉手發(fā)言。課堂氣氛比較活躍，調(diào)動了大部分學生聽課的積極性，因此合作教學對提高學生實際的語言交流能

43、力以及與他人的合作能力有很大的促進作用。但很明顯，語言表達能力強的學生參與的機會相對要多，代表小組匯報的機會也多，而另有一些學生卻習慣于當聽眾，被動地接受別人的觀點，很少發(fā)表自己的個人意見，也就是說在小組合作學習中學生的參與度不均衡，而這部分學生主要是學習困難生。 第3課時 Section B 1a-2e教學目標一、知識與技能1. 掌握新單詞和短語。2. 在不同的情境中正確、熟練地使用表示委婉請求的句型。3. 培養(yǎng)聽、說、讀、寫四項基本技能。二、過程與方法觀看，感受，模仿，實踐。三、情感態(tài)度與價值觀認識到不僅在家庭中，在生活中的其他情況我們也要積極參加，勇于實踐。教學重點在不同的情境中正確、熟

44、練地使用表示委婉請求的句型。教學難點培養(yǎng)聽、說、讀、寫四項基本技能。教法導航創(chuàng)設情境，實踐演練。學法導航通過聽說讀寫，獨立思考，小組合作完成學習任務，提高各項能力。教學準備圖片，多媒體。教學過程Step 1 GreetingsGreet 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

45、to take out the trash. What chores 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 you ask

46、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 PracticeT：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. Ask students to

47、go through the phrases first. Give some explanations about the key words. teenager：someone who is between 13 and 19 years oldsnack：something eaten between meals borrow：borrow sth from sblend：lend sth to sb/lend sb sthinvite：invite sb to sth (a wedding， party， meal， etc.) ; invite sb to do sthThen ch

48、eck 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 the conversation betwee

49、n Sandy and her mom. Please check each item in activity 1a they talk about. Put a check mark in front of each phrase you hear. Play the recording，students only listen.Play the recording a second time. Students listen and check the items. Check the answers with the whole class.1d, T：From the conversa

50、tion，we know Sandy will hold a party. She will invite some friends to the party. But she needs to do some preparation. She asks her mom to help her. And Dave is one of Sandys friends. He will also help Sandy do the preparation. So what is Sandys mom going to do? What is Sandy going to do? What are S

51、andy and Dave going to do? Lets listen again and fill in the chart in activity 1b. Play the recording a third time. Ask students to write down the things the three people are going to do. Pause the tape where necessary. Then check the answers. Step 6 Pair work 1e T：Suppose you are having a party. Ma

52、ke a list of things you need to do. Some things are already given. Write more things you need to do. Get students work in pairs and add more things to the list. For example：buy some CDs，decorate the walls，make some gifts .T： Now make conversations and ask your partner to do some of the things for yo

53、u. Then ask some pairs to demonstrate their conversations.Step 7 DiscussionSay：Doing chores has advantages and disadvantages. Whats your opinion? Ask some students to report their opinion. Then say：Suppose you are Ms. Miller or Mr. Smith，after reading the two letters，work in groups and discuss the a

54、dvantages and disadvantages of doing chores. After a few minutes，ask some groups to report their opinions.Step 8 ReadingSay：Read the letters again and try to find out the phrases in 2d. Ask some students to translate the phrases first and then ask them to work in pairs to write one sentence with eac

55、h phrase from the letters. Then ask some students to report their sentences.Step 9 Homework1. Finish the chart in 2c according to Ms. Miller and Mr. Smith.2. Discuss the questions in 2e with a partner.課堂作業(yè)I. Match the sentences( )1. Could I speak to Sam，please？( )2. Would you like to come to my birt

56、hday party tonight？ ( )3. May I come in？ ( )4. What about going out for a walk？( )5. Shall I open the door？ ( )6. Will you (please) lend your pen to me？a. Good idea! b. Yes，please.c. Certainly. Hold on，please. d. Id love to.e. Sorry，Im afraid not.f. Come in，please.II. Translate the sentences into English.1. 你能接一下電話嗎？_2. 你能把書帶到教室里去嗎？_3. 你能幫我打掃房間嗎？_4. 我能打開窗戶嗎？_5. 我可以借你的車嗎？_參考答案：I. c d f a b e II. 1. Could you answer the phone? 2