Unit 3 Section A (1a-2d)教学设计 2024-2025学年人教版英语八年级下册

Unit 3 Section A (1a-2d)教学设计 I. Teaching Objectives Knowledge Objectives Students can master household chore phrases (e.g., do the dishes, take out the rubbish, fold your clothes, sweep the floor, make your bed, clean the living room). Students can use polite request structures "Could you please...?" to ask for permission and talk about doing chores. Ability Objectives Students can enhance listening skills by identifying who does chores and understanding responses to requests. Students can improve speaking skills by making conversations about chores and role-playing dialogues. Emotional Objectives Students can develop a sense of responsibility for doing household chores and learn to communicate politely. II. Key and Difficult Teaching Points Key Points Mastery of household chore phrases. Accurate use of "Could you please...?" for polite requests. Ability to obtain information from listening materials about chores and request responses. Difficult Points Correctly using chore phrases in conversations. Fluently role-playing dialogues with proper intonation and expression. III. Teaching Methods Task-based Language Teaching: Design tasks like chore discussion, listening for chore doers, conversation making, and role-playing. Interactive Teaching Method: Engage students in pair work for conversations and role-playing. Listening-focused Teaching Method: Guide students to extract information from audio about chores and requests. IV. Teaching Aids Multimedia (listening audios, chore pictures, vocabulary and sentence pattern cards). V. Teaching Procedures (45 minutes) Step 1: Chore Discussion (10 minutes) (1a) Task: Students discuss with partners whether they do the chores in 1a at home (do the dishes, take out the rubbish, fold your clothes, sweep the floor, make your bed, clean the living room). Share different experiences. Step 2: Listening: Who Does Chores? (10 minutes) (1b) Task: Play the 1b audio. Students check (✔) whether Peter's mother or Peter does each chore. do the dishes: Peter's mother sweep the floor: Peter take out the rubbish: Peter make the bed: Peter's mother fold the clothes: Peter's mother clean the living room: Peter Play audio again for confirmation. Step 3: Listening: Requests and Responses (10 minutes) (2a) Task: Play the 2a audio. Students check (✔) yes or no for Peter's father's responses to his requests. go to the movies: no stay out late: no get a ride: no (2b) Task: Play audio again. Students draw lines to match Peter's requests with his father's reasons. go to the movies → You have to clean your room. stay out late → I need to eat breakfast. get a ride → You have a basketball game. Step 4: Speaking Practice (15 minutes) (1c) Task: Students make conversations about the chores in 1a using the model: "A: Could you please sweep the floor? B: Yes, sure. Can you do the dishes? A: Well, could you please do them? I'm going to clean the living room. B: No problem." Practice in pairs. (2c & 2d) Tasks: (2c) Students make conversations using the information in 2a and 2b. Model: "A: Could I use your computer? B: Sorry. I'm going to work on it now. A: Well, could I watch TV? B: Yes, you can, but first you have to clean your room." (2d) Students role-play the conversation between the sister and brother. Encourage natural intonation. Step 5: Summary and Homework (5 minutes) Summary: Recap chore phrases and "Could you please...?" for polite requests. Homework: Write down chore phrases and make three sentences with "Could you please...?". Practice the 2d conversation with a classmate. 学科网（北京）股份有限公司 $$