Unit 3 Could you please clean your room SectionA 1a-2d 教学设计 2023-2024学年人教版八年级英语下册

2023-2024学年人教版八年级英语下册教学设计 Unit 3 Could you please clean your room? Period I　Section A(1a～2d) 单元话题 家务琐事与许可 主题范畴 人与自我 主题群 生活与学习 子主题内容 劳动习惯与技能，热爱劳动; 学习与生活的自我管理。 主题 意义 本单元主题将焦点聚集在谈论家务琐事及家庭互助，如何用情态动词could委婉请求，恳请许可，并做出得体的回答。家庭生活及家务劳动是社会家庭和学生生活中的重要方面，对学生生活习惯的养成、社会行为习惯及家庭责任感的建立起着重要的作用。因此，从话题角度上看，这一单元在本学期乃至整个初中阶 段的教学中具有特殊的地位和重要性。 语篇 分析 what 本课是A部分的听说课。主题聚焦在谈论家务琐事及家庭互助。能够用情态动词could征询许可及礼貌地提出要求；从词汇角度上说，学生应当较为熟练地运用 与家庭活动及家务琐事相关的词汇及表达法。1a引导学生观察单元主题图，讨论图中的人物关系及情境的地点，引导学生学习 与家务琐事相关的英文表达。 1a-1c 从听、说技能入手，呈现、学习不同琐事表达法及礼貌、委婉 地提出要求的句型表达，为词汇及句型结构的输入阶段。2a-2d 突出听、说技能训练，在发展语言技能的同时，练习、巩固此前学习的词汇和表达，并介绍、操练征询许可的句型 结构，让学生将礼貌地提出要求和征询许可两种功能进行综合操练、运用。 why 通过本段对话的学习，学生在比较真实的语境中初步感知目标句型—could表委婉请求的用法，并且能够感知到家务的主题，增强学生的家务责任感意识，具有现实意义和教育意义。并通过谈论家务琐事学习礼貌地提出请求和征求许可，学会使用得体的语言与人交往。培养学生生活习惯的养成,帮助学生建立家庭责任感。 how 1.图片呈现。 2.通过图文及听力练习导入整个单元的语境、话题。 3.通过听力和对话相结合的训练形式，巩固目标语言。 学情 分析 已有 基础 八年级的学生更愿意在课堂学习过程中参与到活动中来，希望有更多的机会用 英语来表达自己的观点。本单元的话题来自学生的生活经历，学生在人教版英 语七年级下册Unit 4 Don' t eat in class Section B中己经学习了许多表示家务劳 动的动词短语:do the dishes, help his mom make breakfast, clean his room 等，为 学生们的口语表达和书面表达提供了语言基础。本节课的话题来自学生的生活经历，学生已经学习了许多表示家务劳动的动词短语并初步掌握了使用祈使句和句型Could you please…?提出请求建议及回答，为本单元的话题学习做了一定铺垫。 存在 问题 1.关于could 表达委婉请求和获得许可的肯定及否定回答错用 could 等。 2.议论文。根据不同的观点，提出相应的支持理由。学生思路拓不开。 发展 需求 八年级的学生更愿意在课堂学习过程中参与到活动中来，希望有更多的机会用英语来表达自己的观点。通过合作探究型课堂学习，学生的自主性得到加强，不再认为英语的学习很枯燥，主动参与到活动中去，成为课堂的主体。通过谈论家务琐事学习礼貌地提出请求和征求许可，学会使用得体的语言与人 交往。培养学生生活习惯的养成,帮助学生建立家庭责任感。 发展 途径 通过设立学生的真实生活场景，设法调动学生的积极性，将学生带入语言情境，激发学生兴趣，通过听读输入和说写输出，训练词汇和句型，在小组对话和同桌对话中夯实所学。 核心 素养 教学 目标 语言 能力 通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用目标词汇短语：childhood, search, regard / consider ... as；和句型：① I've had it for / since ... ② It's special to me because ... ③ It has given me many memories. ④ I remember when ... 学习 能力 以及话题牵引下的情景设置和角色表演和小组练习，学生能进一步去判断并思考表达观点，发展了写作技能。 思维 品质 1.设置多项任务锻炼学生团结协作能力，培养学生总结归纳、深度思考的能力。 2.培养学生用英语思维的能力和初步运用英语交际的能力，使学生能够在生活情景中运用所学语言，达到交流的目的。 文化 意识 教育学生学会观察家乡的变化，珍惜自己周围事物的变化，感恩社会，回报社会，关爱他人，培养学生热爱家乡的品质。 教学重点 难点 1. 教学重点： ①学习与家务琐事相关的词汇短语； ②学习礼貌地提出请求； ③训练在听力过程中抓住关键词的技能。 2.教学难点： ①学会准确使Could礼貌地提出请求和征求许可； ②学会准确应答别人的请求以及表达许可。 ③从情感态度方面，如何建立正确的劳动观。 教学 过程 Teacher’s Activities Students’ Activities Intention Lead-in 1.First, ask Ss what they usually do on weekends and what chores they often do at home ? 2.Ask students to brainstorm other activities about housework. Talk about things they usually do at home and chores they often do at home. 通过谈话的方式导入本单元重点句型,激发学生学习本单元的兴趣。通过问题的形式导入主题，调动学生的积极性。 Step 2 Pre-listening 1.First look at Peter’s room and ask Ss to talk about their feelings.Then think about who will do the chores. 2.The teacher asks students to read the phrases in 1a.Students talk about the chores they do at home.Students do exercises in 1a. Look at Peter’s room and ask Ss to talk about their feelings. Then think about who will do the chores. Finish the task in 1a 观察图片初步猜测听力内容，顺利为进入听力环节，认真捕捉信息做好准备。渗透了听力策略。通过练习，确保学生充分掌握家务劳动的短语，同时便于老师检测学生的掌握情况。 Step 3 While- listening Work on 1b T：Peter's grandmother is coming.So his mom wants to clean the house to welcome his grandmother.They are talking about what to do next.Let's listen to the tape and find out who will do these chores. 1.Students read the phrases in the table by themselves. 2.The teacher reads the instructions to students. 3.The teacher asks students to listen to 1b，and check the person who will do these chores in the table. 4.The tape will be played twice. 5.Students check the answers. 6.Students share answers in class. Work on 1c 1.The teacher asks students to read the conversation in 1c. 2.Students practice reading the conversation and make a new conversation about doing chores using the information in 1a. 3.Students share their conversations in class. 4.Other students can give comments and advice to their conversations. Work on 2a T：Peter asks his father if he can do the four things on the screen.What does his father say? Let's listen and find out. 1.The teacher asks students to read the table in 2a by themselves. 2.The teacher asks students to listen to the tape and check yes or no according to the things they heard. 3.The teacher plays the tape and students check yes or no according to the tape. 4.Students share answers in class. Work on 2b 1.The teacher plays the tape again and asks students to find out the reasons. 2.Students listen again and draw lines to the reasons in the chart in 2a. Listen and finish 1b. Listen again and fill in the blanks. Choose which sentence is the most polite way .Summarize how to make polite request. Students practice reading the conversation and make a new conversation about doing chores using the information in 1a. Look at the picture in 2a and guess what Peter will say. Listen and check the right answers. Listen again and finish the task in 2b. 学会抓住关键信息，明确完成不同任务的角色。整体感知听力材料，初步理解大致意思。 要求学生在听的基础上写出关键信息，以听促写，理解如何表达请求和接受别人的请求。 在听完整段听力对于请求的表达后初步选出请求的方法，能达成本环节的目标。 总结本课时目标语言，学会礼貌的表达请求。 Step 4 Post- listening Group work(2c) 1.The teacher explains the instructions to students. 2.Students read the example in the box. 3.Students work in pairs to role－play the conversation.Students can use the phrases in 2a and 2c.The teacher walks around and gives guidance if needed. 4.The teacher asks students to share their conversations in class and other students give comments. Role－play(2d) 1.Students listen to the conversation between Sister and Brother in 2d，and answer the following questions. 2.The teacher asks students to read the conversation carefully and find out new phrases and useful sentences： help out with，finish watching this show，two hours of TV is enough for you，take out the rubbish，fold the clothes，do the dishes Mom will be back from shopping any minute now. And she won't be happy if she sees this mess. 3.The teacher leads students to sum up the language points above. 4.The teacher asks students to act out the dialogue. Summarize the expression about asking for permission politely. Make conversations in 2c and practice the important sentence patterns. 1.Read the conversation in 2d and answer the questions. 2.Listen to the recording and role-play . 通过听力练习要求学生掌握总结重点句型，掌握目标语言。 通过和同伴编写对话，练习目标语言，实现所学能够很好的输出。 让学生带着问题进行对话阅读，帮助他们更好地理解对话和掌握文本信息。通过听、读、表演三个环节将所学内容进行输入和输出，强化学生对文本的理解和记忆。再通过语言点的查找、讲解和练习，使学生灵活运用所学知识。分角色表演有利于积极性提高，且有助于对本部分目标句型的掌握。 Step 5 Language Points Explain language points in this class. Get to the important language points . 学会正确使用本堂课的目标语言。 Step6 Exercises Ask Ss to finish the exercises on ppt. Finish the exercises on ppt. 及时练习，检测学生本堂课知识掌握情况。教师把握学情。 Step 7 Summary Ask Ss to work together and summarize what they have learned in this class. Work in groups and summarize what they have learned in this class. 利用思维导图，同时培养学生的逻辑思维能力和对文本的总结能力。 Step 8 Homework Level B :Remember the words, phrases and sentences in this unit. Level A:Write a short passage about your favorite thing, use the useful sentences in 3b. Blackboard Design Unit 3 Could you please clean your room ? Section A(1a-2d) How to politely ask for permission ? Could I do ... ? 肯定回答:Yes,you can./Sure./Of course, you can. 否定回答: Sorry./Sorry, you can’t./No,you can’t./I’m afraid you can’t. Accept the requests Refuse the requests Ok./Yes,sure./Of course. Sorry,I can’t.I have to... No problem./All right. Sorry,I’m afraid not. I have to ... With pleasure. Sorry.I’d love to, but I’m doing... Teaching Reflection: 本课的导入采用一些脏乱差的家庭图片引入话题，能让学生产生共鸣:只在学校取得好成绩是不够的，要学会如何做家务和帮助做家务，以及如何有礼貌地对待他人。这避免了枯燥乏味的说教,激发了学生的学习积极性，让学生在轻松好奇的氛围中自然引入本节课的目标语言。听后活动的设计凸显层次性，特别是2a改编的短文填空，既巩固了本课所学的目标语言,又开拓了学生的思维，使学生的思维跳出了课本。但在听后活动的“Do a survey”环节中，由于学生水平参差不齐，有部分学生不会用语言进行表述。在今后的教学过程中要多关注水平稍差的学生，提高他们学习英语的兴趣和学好英语的信心。 学科网（北京）股份有限公司 $$