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

该初中英语教学设计聚焦情态动词“could”用于礼貌请求及征求许可的核心知识点，通过导入环节复习旧对话（孩子“Can I...? Could I...?”与父母“Could you...?”句型）激活学生 prior knowledge，搭建学习支架，梳理“could”表委婉请求的语法规则。 其亮点在于融合语言能力、思维品质与文化意识培养，呈现环节通过3a句子分类引导学生自主总结规则，发展逻辑思维，练习（3b对话完成）与产出（3c角色扮演）环节提供语言实践，提升表达能力，深层思考部分强调礼貌请求对礼仪养成和人际关系的意义，渗透文化意识。教学反思中的时间调整与句子框架支持，助力教师优化教学，学生提升语言输出质量。

教材内容 Unit2 Home Sweet Home. Section A (Grammar) 第三课时语法课教学设计 教学目标 1. Learn how to make polite requests and receive appropriate responses. 2. By comparing and summarizing, Ss' logical thinking will be developed. 3. Understand other usage of the modal verbs "can" "could". 4. Understand the benefits of using "make polite requests" and "ask for permission" in our daily life. 教学重点 Be able to use the modal verb "could" flexibly to make sentences politely. 教学难点 Guide ss to produce language output based on learned vocabulary and phrases. Complete grammatical exercises. 教具准备 Vocabulary and phrases. Complete grammatical exercises. 教学内容 教师活动、问题设计 学生活动 Design Purpose(设计意图) Step1. Lead in 1. Review and share T leads Ss to review the activities that children want to do and parents want them to do. Then T comes up with one more question- Do you remember how they start the conversation? Ss: Children use "Can I hang out...? Could I keep...?" Ss: parents use "Could / can you please...?" To activate students' prior knowledge and engage them in the topic by recalling previous related conversations. Step2. Presentation 1. 3a Read and write. T guides Ss to read the sentences in Grammar Focus and try to get the meanings. Then, divide these sentences into two groups. T explain "could" is used to politely request or ask for permission. [Could 都可用 can 来代替,但是 could 更委婉] To help students understand the grammatical rules and the usage of "could" for polite requests by analyzing sentences. Step3. Practice Then. Ss will read the questions and notice how they are answered. 2. Let's learn T presents more possible answers to these questions. 1. Choose to complete T asks Ss to choose the best question to complete the dialogue in 3b. Before doing it, Ss read and circle the key words first. Then, read the dialogue in 3b. In roles. 2. 3c Make up conversations. T guides Ss to read the setting carefully first and tell the different situations. To provide students with opportunities to practice using the target language in controlled exercises and dialogue completion, enhancing their understanding and usage. Step4. Production 1. Pair work After completing the settings, T gives some time for them to choose one setting and role-play it. T will invite a student to demonstrate it first. To encourage students to produce the language independently through role-play, developing their speaking and communication skills. 板书设计 Unit2. Home Sweet Home. Grammar Could you please give me a hand? Sure. It's my pleasure! Further thinking T guides Ss to have a further thinking—What are the benefits of using "could/can I...?" & "Could/can you please...?" Show good manners. • Build good relationships • get positive responses. Teaching Reflection: Today's grammar lesson on "could" for polite requests was generally successful. Students actively engaged in review and presentation, grasping well how "could" is used for polite requests or permission. However, in the production stage, some students had difficulty creating varied dialogues, and the practice time for activities like 3b and 3c was insufficient, limiting the depth of their language output. In future lessons, I’ll adjust timing to ensure adequate practice and provide more supports (e.g., sentence frames) to help students produce richer language in role-plays. 学科网(北京)股份有限公司 $$