Unit 3 Could you please clean your room 第2課時公開課教學設計【人教版八年級英語下冊】

Unit3Couldyoupleasecleanyourroom?SectionA3a-GrammarFocus一、教學目標1.聽懂并掌握下列詞匯及常用表達：throwdown,neither,shirt,insurprise2.掌握情態(tài)動詞could禮貌地提出請求和委婉地征詢許可的表達方式及其相應的答語：Couldyouplease…? OK./Yes,sure./Sorry,Ican’t.CouldI…? Sure,thatshouldbeOK./No,youcan’t.3.能讀懂做家務活動話題的文章。4.讓學生了解家長的辛苦，學會尊重家長。5.理解做家務的重要性，培養(yǎng)學生養(yǎng)成良好的生活習慣。二、教學重點及難點重點：核心詞匯及常用表達。難點：正確表達禮貌地提出請求和委婉地征詢許可并做出相應的答復。三、教學準備1.教學課件、詞匯圖片。2.學生課前預習。四、教學過程Task1Step1Warming-upWatchandreviewRole-playandreviewT:Hello,everyone.Todaywe’llcontinuetolearnUnit3Couldyoupleasecleanyourroom?Lasttime,welearnedsomethingaboutchores.Nowpleaserole-playtheconversationtoreviewhowtomakerequestsandaskforpermissionpolitely.設計意圖：調動學生的學習熱情，復習禮貌提出請求和禮貌征詢許可的兩個句型的具體運用。Step2Pre-readingLook,thinkanddiscussT:OK!Nowpleaselookatthepictureanddiscussthefollowingquestions.◆Whereisit?Howdoyouthinktheroom?◆Whatwouldyoudoifyourhouseislikethis?◆WhywasNancy’smomangrywithher?◆Didtheysolvetheproblem?How?設計意圖：培養(yǎng)學生觀察圖片的習慣，以及根據圖片推測文章內容的能力。Step3While-readingWorkon3aSkimandanswerT:Here’retwoquestionsaboutthestory.Nowpleaseskimthroughthestoryandfindtheanswerstothequestions.設計意圖：帶著問題有目的地閱讀，鍛煉學生快速捕捉有效信息的能力，達到尋讀的效果。LookandlearnT:Beforeyoureadcarefully,let’sguessandlearnthreewordsandphrases.Hereyoushouldpaymuchattentiontotheword“neither”.throwdown=movehandorarmquicklytoputsth.downneither=nor(onenot,theotheralsonot)—Idon’tgothere.—Meneither.=NeitherdoI.=NordoI.insurprise=withsurprise,amazedly;surprisingly;inwonder設計意圖：引導學生結合上下文猜測詞義，并擴充學生的詞匯儲備量。ReadcarefullyandanswerT:Youcanseesevenquestionsaboutthestory.Nowpleasereadthestorycarefullyandfindtheanswers.設計意圖：從細節(jié)入手，引導進一步熟悉并理解文章內容，提高閱讀效率。AnswerandcheckT:Nowthatyou’vefinishedreadingthestory,pleaseanswerthequestionsonebyone.設計意圖：強化對文章細節(jié)的理解，發(fā)展學生的閱讀技能。ReadthestorytogetherT:Nowyoushouldreadthestorytogethertogettoknowaboutit.設計意圖：感知語音，熟悉課文，為接下來的學習活動做準備。Step4Post-readingWorkon3bReadandunderlineT:Nowyoucanseethreesentences.Readandunderstandthemeaningofeach.AndthenreadtheinstructionofSectionA3btomakesurewhatyouwilldo.Afterthat,readthestoryagainandunderlinethesentencesthatmeanthesamething.設計意圖：訓練學生對單元主題文章的閱讀理解，提高閱讀能力。Workon3cDecideandwriteT:Here’refivesentences.I’dlikeyoutoreadallthesentencesfirst.Youcanfindeachsentencehasanunderlinedword.Decidewhethereachunderlinedwordisaverbornoun.Andthenwriteanothersentenceusingtheunderlinedwordintheotherform.Youcancorrectyouranswerswithyourpartner.設計意圖：緊密聯系上一單元的閱讀策略，進一步鞏固并強化學生對詞性的辨識及運用。Task2Step1PresentationWorkonGrammarFocusReadandreviewT:Nextwe’llstartGrammarFocus.Inthefirsttwounits,welearnedhowtomakesuggestionsusingshouldandcould.Pleasereadthesefoursentencesandreview.設計意圖：復習前面所學的有關提建議的知識，為新知識的引入做好鋪墊。FindandthinkT:Pleasereadthestoryof3aandfindthesetwosentencesandgettoknowwhattheymean.Thefirstonestandsfor“request”,andthesecondonestandsfor“permission”.設計意圖：讓學生通過朗讀，感知句意，從而感知不同的問句代指的不同含義。LookandlearnT:Asweknow,“could”canbeusedformakingrequestsandaskingforpermissionpolitely.Nowlet’slookandlearnthenewgrammar.設計意圖：結合圖示的方式，綜合講解語法內容，易于學生理解掌握。ReadandcompareT:Here’refourquestionsandtheiranswersaboutcould.Pleasereadandcompareitstwodifferentfunctions.設計意圖：通過朗讀含有語法點的問答句，進一步熟悉知識點的語用環(huán)境。Step2PracticeDoexercisesT:Nowyoucandoexercisesfromtheseniorhighschoolentranceexaminationtoconsolidatethenewgrammar.選擇正確的答案。1.—Couldyouplease______meyournotebook,Grace?(2016?山東煙臺)—Certainly.Hereyouare.A.borrowB.toborrowC.lendD.tolend2.—Couldyoupleasecleanyourroom?(2017?云南昆明)—______!A.MetooB.WhatapityC.SeeyouD.Noproblem—CouldIborrowyourdictionary,please?(2016?廣西賀州)—______.Hereyouare.A.No,thankyouB.Sorry,youcan’tC.Yes,I’dlovetoD.Ofcourse設計意圖：通過讓學生做近年中考題鞏固情態(tài)動詞could表達請求和允許的知識點，在體驗中考題型的過程中加深對該語法點的理解。Step3SummaryT:Atlast,let’ssummarizethekeypointsofthislesson.Word&Phrases:neither,throwdown,insurpriseSentencePatterns:—Couldyouplease…?—OK./Yes,sure./Sorry,Ican’t.—CouldI…? —Sure,thatshouldbeOK./No,youcan’t.設計意圖：總結本節(jié)課的重要知識點。Step4Homework1.Recitethekeywordsandphrases.2.ReadSectionA3aaloud.