Unit 2 Grammar Focus-【初中学霸创新题】2025-2026学年新教材八年级上册英语同步教案(人教版2024)

该教案聚焦用“Can/Could you…？”“Can/Could I…？”表达礼貌请求与许可的核心语法点，通过“让妈妈挂照片、爸爸修玩具”等生活情境导入，回顾已学表达，自然引出新句型，搭建从已知到未知的学习支架。 特色在于融合新课标核心素养，语言能力上通过3b对话填空、3c情境写作与对话创编，让学生在真实场景中运用句型；思维品质上引导区分请求与许可，根据情境选择表达，培养逻辑与选择能力；文化意识上对比中英文礼貌表达，理解跨文化规范。互动设计提升学习能力，作业延伸巩固所学，实用性强，助力教师高效教学，学生语言应用能力提升。

英语八年级上册RJ版 教案 第三课时　Grammar Focus 一、教学内容 1．Talk about how to make a polite request and ask for polite permission with “Can/Could you…？” and “Can/Could I…？”． 2．Distinguish the meaning of request and permission in different settings. 二、课时教学目标 Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：until，dead，note，community，rubbish，sweep the floor，hang out with friends after lunch，put some flowers on the table，hang up the photos，pack up your things，at once，give me a ride，stay out until eleven，be careful with，go to the movies，take notes，clean up Key sentences：①—Can/Could I...？—Of course./ Sure./ No problem./Sorry，you have to...first. ②—Could you please...？—Of course./ Sure./ No problem./Sorry，I have to… Learning Abilities ●Learn to use the structure “Can/Could you...？” and “Can/Could I...？” to express polite requests and seek permission. ●Learn to appropriately use this sentence pattern for communication in different situations. Thinking Qualities ●Be able to convey needs or hope to obtain the permission of others through this euphemistic way，and cultivate the logic and coherence of language expression. ●Be able to choose the most appropriate expression according to specific circumstances. Cultural Awareness ●Experience the ways and norms of interpersonal communication in different cultures and cultivate an attitude of respecting different cultures，through this polite way of expression. ●Better recognize the similarities and differences between different cultures，by comparing this polite expression in English with the corresponding expressions in their mother tongue. 三、重点难点 重点： 1．Students are able to master the basic structure of the sentence patterns “Can/Could you...？” and “Can/Could I...？”，and understand the usage of “can” and “could” when expressing requests and permissions. 2．Students are able to understand when and how to use “Can/Could you...？” and “Can/Could I...？” for effective communication in various daily life scenarios. 难点： 1．Students are able to understand how to accurately choose between “Can/Could you...？” and “Can/Could I...？”． 2．Students are able to master the usage of the negative form “Can/Could you please not...？” of “Can/Could you please...？”，as well as the affirmative and negative response methods to such requests. 四、教学过程 Step 1　Review & Lead-in Ask students to think about how we can ask someone to do sth. for us. T：When you want your mum to help you hang up photos or ask your dad to fix your toy，what will you say? S1：Mum，can you help me hang up photos? S2：Dad，please help fix my toy. T：In English，there is a very polite expression pattern similar to this—“Can/Could you please...？”．Today，let's learn how to use it to politely make requests and ask for permission in English! 【设计意图】通过回顾实际生活导入新课，为接下来的语法学习作铺垫，同时学生能够复习已学的知识。 Step 2　Grammar(3a) Work on 3a 1．Ask students to tell the meaning of request and permission by showing the sentence patterns. T：Look at the sentence patterns. When we want to ask someone for help，that is a request. If you want to hang out with friends，what will you say? S1：Can I hang out with my friends now? T：That is a permission. 2．Ask students to read the questions in the grammar box by themselves and write R for requests or P for permission next to each question. T：Look at the four questions in the chart. Which one is to make a request and which one is a permission? 3．Ask students to observe the answer and summarize how to respond to the sentence pattern：Could/Can you...？/Could/ Can I...？ 4．Ask students to work in groups and make a summary of the usage of the sentence pattern：Could/ Can you...？/ Could/ Can I...？ T：Yes，you are right. Could/Can you ＋v.；Can/ Could I＋v. (When students share the answers，the teacher writes key points on the blackboard. If necessary，correct their mistakes at the same time.) 【设计意图】通过观察和总结，学生能够掌握“Could/Can you ＋v.？”和“Can/ Could I＋v.？”的用法及答语。 Step 3　Practice(3b～3c) Work on 3b 1．Ask students to complete each conversation with the best question. T：Read the four conversations and choose the best question for each conversation. 2．Ask students to read the complete conversations one by one. 【设计意图】通过做练习和对话，学生能够在真实的情境中充分理解和掌握目标语法。 Work on 3c 1．Ask students to write down the corresponding sentences according to the settings. T：Suppose the following things happen. What will you say? 2．Remind students to distinguish the settings and pick either “Can/Could I...？”or “Can/ Could you...？” properly. 3．Ask students to make up conversations according to the sentences they wrote. 【设计意图】通过对目标语言进行口头训练，学生能够培养并提升自己的语言交际能力。 Step 4　Summary Ask students to make a summary about what they have learnt today. Step 5　Homework 1．Do the exercises in students' workbooks. 2．Extended：Think of five settings and write 3 to 5 sentences using the sentence patterns “Could you...？” or “Can I...？”． 五、板书设计 Unit 2　Home Sweet Home 第三课时　Grammar Focus(3a～3c) —Could/Can you ＋v.? —Of course./ Sure./ No problem./Sorry，I have to... —Can/ Could I＋v.? —Of course./ Sure./Yes，good idea！/ No problem./Sorry，you can't. You have to... 六、教学反思 学科网（北京）股份有限公司 $$