Unit 2 Home Sweet Home Section A Grammar Focus 教学设计- 2025-2026学年人教版英语八年级上册

Unit 2 Home Sweet Home-Section A Grammar Focus This Grammar Focus section in Unit 2 of the 2024 PEP English textbook for Grade 8 mainly focuses on the usage of modal verbs “can” and “could” in the context of making polite requests and asking for permission. Through a series of examples and exercises, students will learn the differences in the degree of politeness between “can” and “could” when used for these purposes, as well as how to respond appropriately to such requests and permissions. It also includes relevant sentence patterns and common expressions related to daily life scenarios at home, which helps students enhance their language skills in real - life communication. 教学目标 Students will be able to recognize the semantic differences between “can” and “could” in the context of requests and permissions. Master the sentence patterns “Can/Could you...?” for making requests and “Can/Could I...?” for asking for permission, as well as their corresponding affirmative and negative responses. Learn some common phrases and expressions used in these sentence patterns, such as “be careful with”, “clean up”, etc. 教学重难点 1. Key Points The usage of “can” and “could” in making polite requests and asking for permission, including their sentence structures and semantic differences. The correct way to respond to requests and permissions expressed with “can” and “could”. The understanding and application of relevant phrases in the context of these sentence patterns. 2. Difficult Points Using different sentence patterns with appropriate levels of politeness flexibly in real - life situations. Understanding the rule that when responding to a request or permission expressed with “could”, “can” is often used in the response, for example, “Could I use your pen? - Yes, you can.” 1. Modal Verbs “Can” and “Could” for Requests “Can you...?”: This is a relatively direct way to make a request. It is suitable for informal situations or when asking someone you are familiar with. For example, “Can you pass the salt?” “Could you...?”: This is a more polite and indirect way to make a request. It is often used in formal situations or when you want to show more respect. For example, “Could you please help me with my homework?” Affirmative Responses: “Sure./Certainly./Of course./No problem./With pleasure.” Negative Responses: “Sorry, I can't. I have to.../I'm afraid I can't.” 2. Modal Verbs “Can” and “Could” for Permission “Can I...?”: A direct way to ask for permission. For example, “Can I go to the bathroom?” “Could I...?”: A more polite way to ask for permission. For example, “Could I borrow your book?” Affirmative Responses: “Of course, you can./Yes, you can./Sure.” Negative Responses: “Sorry, you can't./I'm afraid you can't.” 3. Related Phrases “be careful with”: Be cautious about something. For example, “Be careful with the glass, it's fragile.” “clean up”: Make a place clean and tidy. For example, “Please clean up your room after the party.” 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of daily life at home, such as a messy living room, a person watering plants, etc. Ask students: “What can you see in these pictures? What chores do you usually do at home?” Encourage students to answer in English. This activity aims to activate students' prior knowledge and lead them to the topic of home - related activities, which is closely related to the grammar content to be learned. 2. Presentation (10 minutes) Write the sentence patterns “Can you...?” and “Could you...?” on the blackboard. Explain that we use these two patterns to make requests, and “could” is more polite than “can”. Give examples: “Can you open the window? It's a bit hot.” and “Could you pass me the book? Thank you.” Let students read the examples aloud to get a sense of the intonation. Then, introduce the sentence patterns for asking for permission: “Can I...?” and “Could I...?” Use examples like “Can I have a glass of water?” and “Could I sit here?” to illustrate. Explain the affirmative and negative responses for each pattern briefly. 3. Practice (15 minutes) Activity 1: Pair Work (5 minutes) Divide the students into pairs. Provide each pair with a set of cards. On each card, there is a situation, such as “Your pen is out of ink. Ask your deskmate for a pen.” or “Your mother is busy cooking. Ask her to help you find your schoolbag.” One student in the pair makes a request according to the card using “Can you...” or “Could you...?”, and the other responds. Then they switch roles. Walk around the classroom to monitor and offer help if necessary. Activity 2: Group Discussion (5 minutes) Group the students into groups of four. Present some scenarios on the PPT, such as “You want to borrow your friend's camera for a trip. How do you ask for permission?” or “You need your classmates to help you move some heavy boxes. What do you say?” Each group discusses and creates conversations using the target language. Encourage them to use both “can” and “could” appropriately. Select some groups to come to the front of the class and act out their conversations. Activity 3: Fill - in - the - blanks (5 minutes) Show some sentences on the PPT with blanks. For example: “____ you please turn down the TV? I'm doing my homework.” “____ I use your computer? Mine doesn't work.” “—Could you pass the salt? —Sure, ____.” Ask students to fill in the blanks with “can” or “could” and the appropriate responses. Check the answers together and clarify any misunderstandings. 4. Production (10 minutes) Activity 1: Create a Dialogue (5 minutes) Ask students to imagine they are having a party at home. They need to create a dialogue among family members or friends, including requests for help with party preparations (such as setting the table, buying drinks) and asking for permission to do certain things (such as using the good dishes, turning up the music). They should write down the dialogue in their notebooks. After they finish writing, ask some students to share their dialogues with the class. Activity 2: Role - play (5 minutes) Based on the dialogues they just created, students form groups again and practice the role - play. Each group member takes on a different role in the dialogue. Encourage them to use appropriate facial expressions and body language to make the role - play more vivid. Select several groups to perform their role - plays in front of the class. 5. Summary and Homework (5 minutes) Summary (2 minutes) Summarize the key points of this class together with the students, including the usage of “can” and “could” in requests and permissions, and their responses. Ask students to recall the examples and activities they did in class to reinforce their memory. Homework (3 minutes) Ask students to write a short passage about a family gathering at home. In the passage, they should use at least three sentences with “can” or “could” for requests and permissions. Encourage students to pay attention to the usage of “can” and “could” in their daily English conversations and try to use them more often. 教学反思 After this class, I need to reflect on the following aspects. Firstly, in terms of teaching methods, the pair work and group activities seemed to arouse students' enthusiasm, but some students still had difficulties in using “can” and “could” correctly. Maybe more guided practice at the beginning would be helpful. Secondly, during the production part, some students' creativity was limited. I should provide more open - ended prompts in the future to stimulate their imagination. Thirdly, in terms of time management, the role - play part was a bit rushed. Next time, I need to allocate time more reasonably to ensure that each activity can be carried out smoothly. Overall, this class has achieved some of the teaching objectives, but there is still room for improvement in teaching design and implementation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$