Unit 3 第4课时Section B(1a～1d)（教学设计） 2024-2025学年人教版英语八年级下册

授课教材 人教版八年级下册 授课题目 Unit 3 Could you please clean your room? Section B (1a-1d) 课时 课型 第 4 课时 听说课 主题情境 人与自我 教学目标Teaching Aims (基于英语学科核心素养) 1. Language Competence: Students can understand and use new vocabulary related to daily activities, such as “snack”, “teenager” etc. Master sentence patterns for asking for permission like “Could I...?” and giving responses. 2. Cultural Awareness: Understand the cultural differences in asking for and giving permission in different situations. 3. Thinking Quality: Analyze and extract key information from listening materials, and organize thoughts to express opinions in speaking. 4. Learning Ability: Improve listening and speaking skills through various listening tasks and group activities, and learn to learn from peers. 教学重点 Key Points New vocabulary about daily activities. Sentence patterns for asking for and giving permission. 教学难点 Difficult Points Enable students to use the target language flexibly and accurately in real - life scenarios. Guide students to understand the subtle differences in giving permission with different expressions. 教学方法 Teaching Methods PWP (Pre-listening， While-listening， Post-listening) model, task-based teaching method, communicative approach 教学工具 Teaching Aids Multimedia projector, blackboard, handouts, recording device 教学过程 Teaching Procedures 1. Lead-in (5 minutes) Review previous knowledge. 2. Pre-listening (10 minutes): Lead - in Show some pictures of teenagers doing various activities at home, like watching TV, eating snacks, using the computer. Ask students: “What are these teenagers doing? Do you often do these at home? Do you need to ask permission for some of these activities?” Start a brief class discussion to arouse students' interest. 1. While-listening (15 minutes) : Activity 1a Present the new words in 1a, such as “snack”, “teenager”, “borrow” etc. Let students read and understand the words. Then ask them to match the words with the pictures. Check the answers together. Activity 1b Explain the task in 1b. Play the recording for the first time. Students listen and circle “yes” or “no”. Play the recording again to check the answers. Activity 1c Play the recording again. This time, students listen carefully and fill in the blanks in 1c. After listening, have students share their answers in pairs first, and then check the answers as a class. Analyze the conversations Go through the conversations in 1b - 1c. Explain how to ask for permission using “Could I...?” and different ways of giving permission or refusal, such as “Yes, you can.” “Sorry, you can't.” 4. Post-listening (10 minutes): Pair work Students work in pairs. One student asks for permission to do an activity, and the other gives a response. They can use the new words and sentence patterns. For example: A: Could I borrow your bike? B: Yes, you can. Group discussion Divide students into groups of four. They discuss the topic: “What activities do you usually need to ask permission for at home? And how do your parents usually respond?” Each group chooses a representative to share their group's ideas with the class. 5. Summary (5 minutes): Summarize the new vocabulary and sentence patterns for asking for and giving permission. Write them on the blackboard and ask students to copy them in their notebooks. 作业设计 Homework Design Ask students to write a short dialogue about asking for permission and giving responses, using at least three new words they learned today. Listen to the conversations in 1b - 1c again and try to recite them. 板书设计 Blackboard Design 教学反思 Teaching Reflection Consider whether the pre-listening activities successfully engage students and lead them to the topic. Evaluate if the while-listening tasks are clear enough for students to follow and if the teaching of new knowledge is effective. Think about whether the post-listening activities promote students' speaking practice and their understanding of the target language. 教学评估 Teaching Evaluation Observe students' participation in pair work and group discussion, including their enthusiasm, cooperation, and use of the target language. Check students' written dialogues in homework to assess their mastery of new vocabulary and sentence patterns. Evaluate students' ability to complete listening tasks, such as answering questions and filling in blanks correctly. 学科网（北京）股份有限公司 $$