Unit 3 Could you please clean your room-Section B-1a-1e 教案 2024-2025学年人教版英语八年级下册.

教学设计 课题 Unit 3 Could you please clean your room-Section B-1a-1e 课时 1 教学目标 1.Language ability: Acquire vocabulary for outdoor chores (e.g., "mow the lawn", "water the plants") and phrases like "work on...", practice listening for specific information in task descriptions. 2. Cultural awareness: Recognize shared family responsibility norms in English-speaking contexts, understand polite delegation of tasks. 3. Thinking quality: Categorize chores by indoor/outdoor types, infer speakers' willingness through response tones (e.g., "Sure, no problem" vs. "Well, could I... later?"). 4. Learning capacity: Collaborate in mind-mapping chore vocabulary, transfer listening skills to role-playing task assignments. 重难点 Key points: Listening comprehension of chore-related instructions; phrases "help out with...", "work on the yard", and modal verb requests. Difficult points: Distinguish homophones (e.g., "lawn" vs. "laundry") and task-specific terms; respond politely with conditional clauses (e.g., "I can if I finish my homework first"). Apply vocabulary in organizing outdoor chore schedules. 教学环节 教学过程 新课教学 Step 1: Greeting and Review Teacher: Good morning, dear students! How’s your day going? Before we start today’s new content, let’s have a quick review. In the previous classes, we learned how to make polite requests with “Could you please…?” and ask for permission with “Could I…?”. Now, I’ll give you some situations, and you make requests or responses. Suppose you see your classmate’s desk is messy. What would you say? Student 1: Could you please clean your desk? Teacher: Excellent! Now, if you want to borrow your classmate’s ruler during an exam, how would you ask? Student 2: Could I borrow your ruler? Mine is broken. Teacher: Perfect! You’ve mastered these sentence patterns very well. Now, let’s think about some other things we do at home or outside. We’ve talked about chores, but today, we’re going to explore more activities and learn some new words related to them. Step 2: Lead - in and Vocabulary Introduction (1a) Teacher: Look at the picture on page of your textbooks. What can you see? (Point to the picture in 1a) There are many different activities shown here. Let’s start with the first one. What is this person doing? Student 3: The person is washing the car. Teacher: Right! “Wash the car” is our first new phrase. Repeat after me: wash the car. (Students repeat) Now, look at the second picture. What’s happening? Student 4: Someone is fold the clothes. Teacher: Well, a little correction. It should be “fold the clothes”. Notice the pronunciation of “fold”. Say it again: fold the clothes. (Students repeat) Now, for the third one. What can you tell me? Student 5: The person is clean the living room. Teacher: Remember, it’s “clean the living room”. Let’s practice this phrase together. Clean the living room. (Students repeat) Moving on to the fourth picture. Student 6: This person is stay out late. Teacher: Good try, but it’s “stay out late”. Pay attention to the stress on “stay”. Repeat: stay out late. (Students repeat) Now, the fifth one. Student 7: It seems the person is get a ride. Teacher: Exactly! Say it with me: get a ride. (Students repeat) And the last one, what’s this activity? Student 8: Take the dog for a walk. Teacher: Great! Let’s read all these phrases together one more time. Wash the car, fold the clothes, clean the living room, stay out late, get a ride, take the dog for a walk. (Students read in unison) Step 3: Vocabulary Practice (1b) Teacher: Now, I’ll do some actions or give you some descriptions, and you tell me which phrase it matches. (Mimes washing a car) Students: Wash the car! Teacher: Correct! (Pretends to pick up clothes and fold them) Students: Fold the clothes! Teacher: Wonderful! Now, I’ll describe an activity. You need to go out with your dog and let it walk around the neighborhood. Which phrase is it? Student 9: Take the dog for a walk. Teacher: Spot on! Let’s do a few more. You want someone to give you a lift to school because you missed the bus. Student 10: Get a ride. Teacher: Excellent. Now, turn to your partner. One of you describe an action or situation, and the other guess the phrase. You have three minutes to practice. (Students practice in pairs) Teacher: Time’s up. Who wants to show your practice to the class? Pair 1: Student A: I didn’t come home until 11 o’clock last night. My parents were very worried. Student B: Stay out late. Teacher: Great job! Another pair? Pair 2: Student C: I help my mom make the sofa and floor in the living room tidy and clean. Student D: Clean the living room. Teacher: Well done, everyone! Step 4: Listening Preparations (1c) Teacher: Now, we’re going to do some listening exercises. Before we listen, look at the list of phrases in 1c. These are the things we just learned. Listen carefully and circle the phrases you hear. Think about what kind of conversations might include these activities. For example, if someone says “I’m too tired to drive. Can you…” which phrase do you think might follow? Students: Get a ride. Teacher: Right! Keep this kind of thinking in mind when you listen. Now, let’s play the recording for the first time. Just listen and try to catch as many phrases as you can. (Play the recording) Teacher: Stop. How many phrases did you circle? Compare your answers with your partner. Discuss why you circled those phrases. (Give students a minute to discuss) Step 5: Listening Practice (1c - 1d) Teacher: Now, let’s play the recording again. This time, listen more carefully and make sure you circle all the correct phrases. (Play the recording for the second time) Teacher: Time to check the answers. Let’s go through the list one by one. Did you circle “wash the car”? Students: (Answer yes or no, and discuss if there are differences) Teacher: How about “fold the clothes”? (Continue this process for all the phrases) Teacher: Good. Now, for 1d, we’ll listen again. But this time, after each conversation, you need to fill in the blanks. Listen to the first conversation. What does Sandy ask her father? And what’s her father’s response? (Play the first part of the recording) Teacher: Stop. Who can tell me what to fill in the first blank? Student 11: Sandy asks her father, “Could I go to the movies?” Teacher: Right. And her father’s response? Student 12: Her father says, “Yes, you can. But don’t stay out late.” Teacher: Excellent. Now, listen to the rest of the conversations and fill in the blanks. (Play the remaining recording) Teacher: Let’s check the answers together. For the second conversation, what did Dave ask his father? Student 13: Dave asked, “Could I stay out late?” Teacher: And the father’s answer? Student 14: His father said, “No, you can’t. You have a test tomorrow.” Teacher: Correct. Keep checking the rest of the answers like this. Step 6: Speaking Practice (1e) Teacher: Now that we’ve listened to these conversations, it’s your turn to create your own. Work in groups of three. One of you will be the child, one the parent, and one can be an observer. Use the phrases we learned today and the sentence patterns “Could I…?” and “Could you please…?” to make a conversation. The child can ask the parent for permission to do something or ask the parent to do something, and the parent responds. The observer can take notes and give suggestions. You have ten minutes to create and practice your conversations. (Students work in groups) Teacher: Time’s up. Which group wants to perform your conversation for the class? Group 1: Student A (Child): Dad, could I go to my friend’s party tonight? Student B (Parent): Well, when is the party? Student A: It starts at 7 o’clock and ends at 10. Student B: Hmm, I’m not sure. You have a lot of homework to do. Student A: But I’ve almost finished it. Could you please help me check the last few problems? Then I can go. Student B: Okay, but you must come back before 10. Teacher: Great job! Your conversation is very natural and you used the phrases and sentence patterns correctly. Let’s see another group. Group 2: Student C (Child): Mom, could you please take the dog for a walk? I’m really busy with my project. Student D (Parent): I’m a bit tired, dear. Why don’t you ask your brother? Student C: He’s playing video games. Please, Mom. I’ll do the dishes later. Student D: All right. But you’d better keep your promise. Teacher: Excellent! You all did a wonderful job showing your creativity and language skills. Step 7: Summary and Homework Teacher: Today, we learned some new phrases related to different activities, such as wash the car, fold the clothes, and so on. We also practiced listening and speaking skills by using these phrases in conversations. Remember, using polite requests and asking for permission properly is very important in our daily communication. For homework, write down three conversations using the phrases and sentence patterns we learned today. You can imagine different situations at home or with friends. Next class, we’ll share and learn from each other’s works. That’s all for today. Class is over! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$