Unit 2 第3课时 Grammar Focus (3a-3c)(Word教案)-【优翼·学练优】2026-2027学年八年级英语上册同步备课（人教版·新教材）

该教案聚焦can/could用于礼貌请求和许可的用法，课堂导入延续上节课Peter家聚会后的家务话题，通过图片引导头脑风暴家务短语，提供对话示范作为支架，帮助学生结对编对话，衔接前后知识。 特色在于语法教学层层递进，先通过3a分析句子差异引导学生总结请求与许可句型，结合语法规则明确can/could语气及回答，再通过3b填空、3c情境编对话巩固，鼓励分层创作。注重语言能力（编对话）、思维品质（分析差异）、学习能力（合作），提升学生语言运用与合作能力，为教师提供清晰步骤与分层指导。

第三课时 Grammar Focus (3a-3c) 1、 Teaching Objectives In this class, students will: 1.master the usage of can/could for polite requests and permission. 2.learn how to respond to polite requests and permission properly. 3.make up conversations based on settings using can/could. 2、 Teaching Advice Lead-in Brainstorm 1.Continue the topic at the end of the last lesson.The teacher asks students to brainstorm the chores Peter and his family have to do after Peter's friends' visit to the new house.The teacher can use some pictures about a messy house after party to elicit the related phrases. Teaching Tip：The teacher can use the following words as introductory sentences：Peter and his friends had great fun in the new house.After his friends left，the house seemed a little messy. 2.Tell students that Peter is too tired to do all the chores,so he needs help.Ask students to make up conversations using can/could between Peter and his family in pairs.The teacher can provide a sample conversation to help them.(对话示范见优翼配套教学课件) Explore the Grammar 3a 1.Have students read the sentences in the table and translate the meanings.For questions, guide students to notice the difference of “Could/Can you…？” and “Could/Can I…？”．The teacher can use the following questions as prompts： ◆What's the situation when we use “Could/Can you…？” ◆What's the situation when we use “Could/Can I…？” 2.Guide students to draw the conclusion that “Could/Can you…？” is for making requests and “Could/Can I…？” is for asking for permission.Then ask students to write R for requests or P for permission next to each question. 3.Have students perceive the difference of can and could in the sentence patterns and ask them which sounds more polite. 4.Let students notice the answers and elicit more possible answers for each question.Remind them to pay attention to the appropriateness of the language. Grammar Rules ◆表达请求的句型： Can you＋动词原形＋…？用于向对方提出请求，语气较为直接，适合用于非正式场合或熟悉的人之间。例如： Can you help me with my homework? Can you pass me the salt? Could you (please)＋动词原形＋…？用于向对方提出请求，语气比 Can you…？更委婉、更礼貌，适合用于正式场合或不熟悉的人之间。例如： Could you please speak more slowly? Could you tell me the way to the station? ◆表达请求的句型的回答： 肯定回答：Yes，sure./Of course./Certainly./Sure./No problem./Yes，I can./… 否定回答：Sorry，I can't.I have to…/I'm afraid I can't.I have to…/I'm afraid not./… [注意]对于Could you…？表达请求的回答，均不能用could。 ◆征求允许的句型： Can I＋动词原形＋…？用于征求对方的允许，语气较为直接，适合用于非正式场合或熟悉的人之间。例如： Can I borrow your book? Can I use your phone? Could I＋动词原形＋…？用于征求对方的允许，语气比 Can I…？更委婉、更礼貌，适合用于正式场合或不熟悉的人之间。例如： Could I have a cup of coffee? Could I hang out with my friends this weekend? ◆征求允许的句型的回答： 肯定回答：Yes，please./Of course you can./Certainly./Sure./Yes，you can./… 否定回答：Sorry，you can't./I'm afraid you can't./No，you can't.You have to…/… [注意]对于Could I…？征求允许的回答，均不能用could。 Grammar Exercises 3b 1.Ask students to read the four questions and identify which ones are requests and which ones are asking for permission.Have students complete the conversations with correct questions. 2.Have students work in pairs to check answers.Then ask some pairs to share their answers by role­playing the conversations. 3c 1.Have students read the instruction and make sure they get the meaning.The teacher can remind them to read the example to help understand the instruction.For weak level students，the teacher can explain the meaning of the word “setting”． 2.Ask students to read the settings and figure out if they need to make requests or ask for permission.Invite some students to share their answers in class. 3.Have students work in groups to make up conversations.Invite some groups to role­play their conversations in class. Teaching Tip：For high level groups，the teacher can encourage them to make up different conversations based on a setting.Students can also add more details to the conversations. 4.If there is enough time，the teacher can encourage students to brainstorm the settings themselves and ask their partners to make up conversations according to the settings. Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard. Teaching Reflection In this class,I began by asking students to brainstorm chores after Peter's party,using pictures to guide them.This method effectively activated their prior knowledge and engaged them.However,during group work,some students seemed lost,perhaps due to unclear instructions. For grammar teaching,analyzing sentence charts helped students understand the differences between “Can/Could you…？” and “Can/Could I…？”．Yet, time management was an issue.I rushed through the explanations, leaving students with limited time to practise. In future lessons, I'll clarify group work instructions and allocate time more carefully.I'll also add more examples during grammar teaching to deepen students' understanding. 学科网（北京）股份有限公司 $