Unit 2 课时3 Section A Grammar Focus（教学设计）英语新教材人教版八年级上册

该初中英语教学设计聚焦“提出请求”与“征求许可”句型（Can/Could you please...?/Can/Could I...?）的结构、功能及礼貌语气差异，通过角色情境（如Jim想外出、Peter邀朋友等）引导学生讨论，激活前两课时词汇与初步句型认知，搭建语法学习支架。 此资料以“归纳—对比—练习—迁移”模式展开，通过3a功能判断、3b情境选句、3c对话创编分层练习，结合“Family Preparation Plan”小组任务，培养学生语言能力与思维品质，融入家庭礼貌交际主题提升文化意识，为教师提供清晰教学流程与实用活动，助力学生语法应用与得体交际能力提升。

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 人教版八年级上册 授课题目 Unit 2 Home Sweet Home Section A Grammar Focus 课时 课型 第3课时 语法课 主题情境 人与社会（家庭生活、礼貌交际） 授课教师 语篇研读 【What】 本课核心语篇为Grammar Focus板块的语法归纳表和一组情境对话。语法归纳表以表格形式系统呈现了“提出请求”（Can/Could you please...?）和“征求许可”（Can/Could I...?）的核心句型结构及其肯定与否定应答方式。情境对话包括四个典型场景：请邻居帮忙收快递、邀请朋友打篮球、在朋友家借用电话、询问课堂笔记等，这些对话均在实际交际语境中自然运用了目标句型。 【Why】 旨在通过系统归纳和情境化练习，帮助学生理解并掌握“Can/Could you please...?”与“Can/Could I...?”两类句型的结构差异和功能差异，明确“提出请求”与“征求许可”的本质区别，并理解“could”比“can”更委婉、更礼貌的语气差异。同时，通过多元应答方式的学习，培养学生得体、礼貌地进行日常交际的能力，体会礼貌用语在家庭关系和人际交往中的重要性。 【How】 采用“归纳—对比—练习—迁移”的语法教学模式。首先通过观察例句引导学生自主归纳两类句型的结构和功能；然后通过对比分析“can”与“could”的语气差异以及肯定/否定应答方式；接着通过3a判断功能、3b选择最佳问句、3c情境创编等分层练习进行巩固；最后通过“Family Preparation Plan”小组任务实现创造性输出，将语法知识转化为交际能力。 学情分析 学生在前两课时已学习了家务活动相关词汇，并初步接触了“Can/Could you please...?”和“Can/Could I...?”句型，但对其功能区分（请求vs许可）和语气差异（can vs could）尚缺乏系统认知。学生在日常交际中容易混淆两类句型，或将“could”等同于过去时态。此外，学生在应答时往往只会用“Yes/No”，缺乏多样化的应答表达。因此，本课需要通过清晰的对比讲解、大量的情境化练习和真实的交际任务，帮助学生建立准确的语法概念并提升得体交际的能力。 课标要求 ● 理解基本的语法形式及其表意功能，并在语境中运用。 ● 能在口语交际中使用恰当的语句，表达请求、许可等功能。 ● 能根据交际场合和对象的不同，选择适当的表达方式。 教学目标 通过本节课学习，学生能够： 1. 通过观察例句，归纳“Can/Could you please...?”（提出请求）和“Can/Could I...?”（征求许可）的结构差异和功能差异；理解“could”比“can”更委婉、更礼貌的语气区别；掌握肯定应答（Sure./Of course./No problem./OK./Yes, good idea!）和否定应答（Sorry, but.../I’m afraid...）的多样化表达方式。（学习理解） 2. 在3a练习中准确判断句子功能（R请求/P许可）；在3b练习中根据情境选择最恰当的提问方式；在3c情境创编中运用目标句型进行对话，正确区分请求与许可，并根据对象和场合选择合适的语气。（应用实践） 3. 在“Family Preparation Plan”小组任务中，综合运用目标句型进行多轮交际，体现礼貌与合作；反思礼貌用语在家庭生活中的重要性，理解“家是帮助、关心和礼貌沟通的地方”这一主题意义。（迁移创新） 教学 重难点 重点：​ 掌握“Can/Could you please...?”（提出请求）和“Can/Could I...?”（征求许可）的结构与功能区分；掌握肯定与否定应答的多样化表达。 难点：​ 根据交际对象和场合恰当选择“can”或“could”；在真实情境中灵活、得体地运用目标句型进行多轮对话。 核心语言 【核心词汇】 until, be careful with, dead, note, rubbish, give me a ride, go to the movies, go to the toilet, stay out, clean up, community, glove, tracking number 【核心句型】 提出请求：Can you (please) + 动词原形...? / Could you (please) + 动词原形...? 征求许可：Can I + 动词原形...? / Could I + 动词原形...? 肯定应答：Sure. / Of course. / No problem. / OK. / Yes, good idea! 否定应答：Sorry, but... / I’m afraid... / Sorry, you can’t. 教学工具 PPT课件、语法归纳表、情境卡片、小组任务单（Family Preparation Plan） 教学策略 归纳法语法教学、情境教学法、任务型教学法、合作学习法 教学过程 教学环节 教学活动 学生活动 设计意图 Part1： Lead-in (4min) 1. Review & Scenario Setup:​ Show the three characters (Jim, Peter, Helen) and their wishes: “I want to hang out with my friends after lunch. But can I?” “I want to invite my friends to the new house. But can I?” “I want to put some flowers on the table. But can I?” Ask: “How should they ask? Should they say ‘Can I...?’ or ‘Could I...?’ And how should their parents answer?” 2. Think and Share:​ Have Ss discuss in pairs and share their ideas. 3. Objective Setting:​ Present the learning objectives: “Today we will learn how to make polite requests and ask for permission correctly.” 1. Observe the scenarios, think about how to ask politely. 2. Discuss in pairs and share ideas. 3. Read and understand the learning objectives. 1. 通过三个角色的真实愿望创设情境，激发学生思考如何礼貌表达。 2. 通过讨论激活学生已有认知，为语法归纳做铺垫。 3. 明确本课学习目标，帮助学生形成清晰的学习预期。 效果评价：观察学生讨论的参与度，倾听学生对“Can I...?”和“Could I...?”的初步判断，评估其对礼貌语气的已有感知。 Part2： Presentation (10min)​ 1. Observe and Discover:​ Show the Grammar Focus table with 4 sentences. Ask: “What do these sentences have in common?” Guide Ss to notice: all start with Can/Could, followed by verb base form, all are questions. 2. Function Analysis – Requests:​ Show the first two sentences: “Could you please sweep the floor?” and “Can you help me hang up the photos?” Ask: “Who is going to do the action – the speaker or the listener?” Guide Ss to realize: the speaker wants the listener to do something → making a request. 3. Function Analysis – Permission:​ Show the next two sentences: “Could I hang out with my friends after lunch?” and “Can I put some flowers on the table?” Ask: “Who is going to do the action?” Guide Ss to realize: the speaker wants to do something themselves → asking for permission. 4. Tone Difference – can vs could:​ Compare “Could you please sweep the floor?” and “Can you help me hang up the photos?” Ask: “Which one sounds more polite?” Explain: Could is more polite and formal than can. 5. Response Patterns:​ Show the answers in the table. Ask: “How do people say ‘yes’?” List: Sure./Of course./No problem./OK./Yes, good idea! “How do people say ‘no’ politely?” List: Sorry, but.../I’m afraid... 6. Systematic Summary:​ Present the complete grammar table: structure for requests (Can/Could you please + V?), structure for permission (Can/Could I + V?), affirmative and negative responses, and the tone difference between can and could. Emphasize: In answering “Could I...?”, we use “Yes, you can.” NOT “Yes, you could.” 1. Observe the sentences and identify common features. 2. Analyze who performs the action to distinguish requests from permission. 3. Continue analyzing the second pair. 4. Compare the politeness level of can vs could. 5. Learn diverse response patterns. 6. Take notes on the systematic summary. 1. 通过观察和发现，引导学生自主归纳语法规则，培养语法意识。 2. 通过“谁做动作”的追问，帮助学生清晰区分请求与许可的功能本质。 3. 通过对比分析，帮助学生理解can与could的语气差异。 4. 系统呈现应答方式，丰富学生的交际表达。 5. 完整总结语法要点，形成结构化知识。 效果评价：通过提问“Is this a request or permission? How do you know?”，评估学生对功能区分的理解。通过追问“Which is more polite, can or could?”，评估学生对语气差异的掌握。 Part 3： Practice (12min) 1. 3a – Identify Function:​ Have Ss read the 6 sentences in 3a and label each as R (request) or P (permission). Check answers and discuss the clues. 2. Quick Quiz – Response to Could I...?:​ Show the multiple-choice question: “Could I hang out with my friends tonight? A. No, you couldn’t. B. Sorry, you can’t.” Explain why B is correct. 3. 3b – Choose the Best Question:​ Have Ss read the 4 conversations and choose the best question from the box to complete each. Check answers and explain the reasoning (context, politeness level). 4. Fill in the Blanks – Scenarios:​ Show two scenarios: Scene 1 – asking neighbor to receive delivery; Scene 2 – inviting friend to play basketball. Have Ss complete the dialogues using can/could. Check answers and practice reading aloud. 5. 3c – Make up Conversations:​ Present the 4 settings on PPT (friend’s home – phone dead; sick yesterday – friend’s notes; holding a box – neighbor helps; clean up community – ask classmates to bring gloves/bags). Have Ss work in pairs to create short conversations for each setting. Circulate and provide support. 6. Share:​ Invite 2-3 pairs to share their best conversation. 1. Label sentences as R or P. 2. Answer the quiz and understand the rule. 3. Complete the conversations and explain choices. 4. Fill in the blanks and practice reading. 5. Work in pairs to create conversations for each setting. 6. Share their conversations with the class. 1. 3a练习训练学生识别句子功能的能力，巩固功能区分。 2. 快速测验强化“回答could提问用can”这一易错点。 3. 3b练习训练学生根据情境选择恰当提问方式的能力。 4. 补全对话训练学生在半控制情境中运用目标句型。 5. 3c开放创编训练学生在新情境中创造性运用语言。 6. 分享环节提供展示和互相学习的机会。 效果评价：检查3a和3b的答案，评估学生对功能区分和情境判断的准确性。巡视3c创编过程，观察学生能否正确区分请求与许可、恰当使用can/could。通过分享环节，评估学生口语表达的准确性和流利度。 Part 4： Production (10min) 1. Polite Expression Upgrade:​ Show two less polite expressions on PPT. Ask Ss to rewrite them in a more polite way using “Could you please...?” or “Could I...?”. 2. Discussion – Why Be Polite?:​ Ask: “Why is it important to be polite when we ask for things?” Guide Ss to think: shows respect, people more willing to help, good communication makes family closer. 3. Theme Statement:​ Present the quote: “Home is not just a house. It is a place where family members help each other, care for each other, and communicate with each other politely. Home = Help + Care + Polite Communication.” 4. Group Task – Family Preparation Plan:​ Set the scenario: “Grandpa and Grandma are arriving tomorrow! But there are still some things to do. Work in groups of four. Each group is a family. You need to make a plan and assign tasks. Use can/could to make requests and ask for permission.” Show the evaluation rubric (target sentences used, variety of responses, natural intonation). 5. Sample Dialogue:​ Show the sample dialogue on PPT (Mum, Jim, Helen, Peter discussing preparations). 6. Group Work:​ Give groups 4-5 minutes to create and practice their dialogues. Circulate and provide support. 7. Performance:​ Invite 2-3 groups to perform. Class evaluates using the rubric. 1. Rewrite impolite expressions into polite ones. 2. Discuss the importance of politeness. 3. Read and reflect on the theme statement. 4. Understand the group task and evaluation criteria. 5. Study the sample dialogue for reference. 6. Work in groups to create and practice the dialogue. 7. Perform and evaluate. 1. 礼貌升级活动训练学生将直接表达转为礼貌表达的能力。 2. 讨论活动引导学生思考礼貌的重要性，培养情感态度。 3. 主题句升华本课主题，将语言学习与价值观教育结合。 4. 小组任务创设真实情境，综合运用目标句型进行多轮交际。 5. 范例提供语言支架，降低任务难度。 6. 小组合作培养协作能力。 7. 展示和评价增强成就感，促进互相学习。 效果评价：观察小组讨论和表演，评估学生能否综合运用目标句型、应答方式和礼貌语气。通过评价量表，评估学生对话的完整性、语言准确性和表现力。 Part 5： Summary (2min) Summarize the key content in this lesson. Follow the teacher to review the key points. 总结本课所学内容，巩固加深印象。 利用将思维导图给学生进行有序的梳理。 Part 6： Language points (5min) T explains language points. Listen, take notes on usage, collocations, and example sentences. 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。 Part 7： Exercise (3min) T assigns the test. Complete the exercises independently. 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。 Part 8： Homework 基础作业：​ 抄写本节课所学的核心句型（4个）及其肯定和否定回答，每个英文抄写2遍，中文1遍。 进阶作业：​ 写一段你和家人之间的对话（至少6句话），使用“Can/Could you please...?”和“Can/Could I...?”各至少一次。 拓展作业：​ 拍摄一段1-2分钟的视频，内容为你在家中用英语向家人礼貌地提出请求或征求许可（如请求帮忙、请求允许做某事等），要求使用本节课所学的目标句型至少4次。 Record the homework tasks. 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。 板书设计 教学反思 本课作为语法课，成功地将语法知识学习与真实交际情境相结合。通过观察发现、对比分析、情境练习和项目产出等环节，引导学生系统掌握了“提出请求”和“征求许可”两类句型的结构、功能和语气差异。教学流程清晰，从归纳到演绎再到应用，符合语法教学的一般规律。3a、3b、3c三层练习设计有梯度，从识别功能到选择提问再到创编对话，逐步提升学生的运用能力。“Family Preparation Plan”小组任务将语法知识转化为真实的交际行为，学生在角色扮演中自然运用目标句型，体现了“在用中学”的理念。语言点讲解结合练习，扎实有效。需注意的是，部分学生在区分“请求”和“许可”时仍存在困难，尤其是在句子主语不明确的情况下，需要在后续练习中加强辨析。在小组创编对话时，个别学生倾向于使用单一的“Can”而忽略了“Could”的礼貌功能，需要教师进一步强调语境与语气的关系。总体而言，本节课较好地达成了语法教学目标，并促进了学生礼貌交际意识和家庭责任感的提升。 2 学科网（北京）股份有限公司 $