Unit 3 Section B（1a-1e）教学设计2025-2026学年人教版英语八年级下册

Unit 3 Could you please clean your room? Section B（1a-1e） Teaching Objectives By the end of the lesson, students will be able to: Classify phrases as actions of teenagers or parents regarding asking for permission or assigning chores in（1a）. Make and respond to polite requests about household chores in conversations in（1b）. Understand and extract information from listening materials about chores and requests in（1c, 1d）. Collaborate to make requests and offer help for party - related tasks in（1e）. Teaching Key Points & Difficulties Key Points Students will accurately classify the phrases in（1a）into teenagers' requests or parents' chores. Students will proficiently make and respond to polite requests using the target language in（1b, 1e）. Students will successfully complete listening tasks（1c, 1d）by extracting relevant information. Difficulties Some students may have trouble understanding the listening materials in（1c, 1d）due to fast - paced speech or new vocabulary. Students might find it challenging to create natural and fluent conversations in the speaking activities in（1b, 1e）. Teaching Methods Task - based Learning Cooperative Learning Listening and Speaking Integration Teaching Aids: Multimedia, Textbook, Blackboard Teaching Procedure I. Warm - up Daily Talk Ask students some questions: “What chores do you usually do at home? Do you need to ask for your parents' permission when you want to do something? What kind of things need permission?” Encourage students to share their experiences, e.g., “I need to ask my mom's permission when I want to invite my friends over.” Vocabulary Preview Present the phrases in（1a）on the blackboard. Read them aloud and explain the meanings briefly, like “borrow some money” (get money from parents for a short time and return it later), “take out the rubbish” (carry the trash outside). II.（1a）Activity – Classification Instruction Tell students that they need to decide whether each phrase in（1a）is what teenagers ask parents' permission for or what parents ask teenagers to do. Student Activity Students work individually to classify the phrases. Then, ask some students to share their answers and explain their reasons, e.g., “‘buy some drinks and snacks’ is for teenagers because they may need to ask parents to buy or get money to buy them; ‘clean your room’ is what parents ask teenagers to do.” Check the answers together: 2. borrow some money – teenagers clean your room – parents invite my friends to a party – teenagers go to the store – teenagers use your CD player – teenagers take out the rubbish – parents make your bed – parents III.（1b）Activity – Conversation Building Instruction Explain to students that they will use the phrases in（1a）to make conversations. Show the example in（1b）on the multimedia. Student Activity Students work in pairs. Give them a few minutes to create their own conversations. Walk around the classroom to monitor, help with pronunciation and grammar if needed. Ask several pairs to perform their conversations in front of the class. For example: Parent: Could you take out the rubbish? Child: Yes, I can. Child: Could I go to the store? Parent: Sure, but be back soon. IV. Listening Activities（1c, 1d） 1. Pre - Listening Introduce the listening task: “We are going to listen to a conversation between Sandy and her mom. First, let's look at the phrases in（1a）. What do you think they will talk about?” Let students predict and share their ideas, like “Maybe they will talk about having a party and doing chores.” 2. While - Listening -（1c）: Play the conversation for the first time. Ask students to check (√) the things in（1a）that they hear. Then, ask students to share their answers. -（1d）: Play the conversation again. Instruct students to fill in the chart in（1d）. Walk around to help students who have difficulties. After listening, check the answers together. For example, find out what Sandy's mom is going to do, what Sandy and Dave will do from the listening. 3. Post - Listening Ask students to retell the conversation using the information in the chart, e.g., “Sandy wants to invite her friends. Her mom... Sandy and Dave will...” V.（1e）Activity – Party Help Requests Instruction Tell students that they are having a party and need to ask their partners for help with the tasks in（1e）. Show the example dialogue. Student Activity Students work in pairs. They take turns to make requests and responses, using the phrases “go to the store”, “buy drinks and snacks” etc. Walk around to monitor and encourage students to use different tones (polite, friendly) when making requests. Ask some pairs to perform their conversations, like: A: Could you please go to the store? B: Yes, sure. What do you need me to buy? A: Could you buy some drinks and snacks? B: Of course. VI. Summary Think - Pair - Share Pose the question: “Why is it important to share chores at home or when having a party?” Let students discuss in pairs and then share their ideas, such as “Sharing chores makes the work easier and helps us get along well with family or friends.” Teacher Summary Recap the key phrases and structures, like “Could you please...? Yes, sure. / No, you can't... because...”. Emphasize the importance of polite communication and sharing responsibilities. VII. Homework Write a short passage (at least 80 words) about a conversation between you and your parent about chores. Include at least three requests and responses. Make a survey: Ask three family members what chores they think are the most important and why. Write down their answers and be ready to share in the next class. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$