Unit 2 Section A (Grammar Focus 3a-3c) 新课标教学设计 2026-2027学年人教版英语八年级上册

Unit 2 Home Sweet Home Section A (Grammar Focus 3a-3c) 教学设计（第三课时·语法课） 2026—2027学年　人教版（2024）英语八年级上册 课　　题 Home Sweet Home（Unit 2 Section A Grammar Focus 3a-3c） 课　　型 语法课（Grammar） 课　　时 第3课时（45分钟） 授课年级 八年级上册 核心素养目标 素养维度 目标描述 语言能力 掌握 until, movie, dead, note, community, rubbish 等词汇（课本 p.15）与 be careful with / the movies / take notes / clean up 等短语；系统掌握 can/could 表礼貌请求（Make Polite Requests）与征求许可（Ask for Permission）的结构、回答与语用差异。 学习能力 通过 3a 例句标注 R/P 自主归纳两类句型的判断依据；借助情境卡片在真实场景中套用句型创编对话。 思维品质 依据答语反推问句类型（3b），发展逻辑推理；辨析 could 礼貌层级与 can 直接建议的语用差异。 文化意识 理解礼貌用语在日常交往中的价值——礼貌表达体现对他人的尊重，帮助人们更好地相处；对比中外请求许可的文化差异。 教学重难点 教学重点：①Make Polite Requests（Can/Could you…?）与 Ask for Permission（Can/Could I…?）的结构与回答（课本 p.15）；②3b 依据答语选句；③3c 四个情境的对话创编。 教学难点：①回答 could 提出的请求/许可时通常用 can 而不用 could；②could 表委婉建议（Maybe I could give you a lift…）与 can 表直接建议的语用区分；③R/P 的快速判断。 教学过程 教学环节 师生活动 活动观层次 评价要点 Step 1 复习导入 情境激活 (4’) ①播放家务/家庭主题短片热身；②快问快答复习：Could you please sweep the floor? —Sure. / Can I go out after lunch? —Yes, you can. 学习理解 感知与注意 两类句型旧知复现（诊断性评价） Step 2 Work on 3a 标注 R/P (5’) ①完成 3a：Read the questions with can or could. Notice how they are answered. Then write R for requests or P for permission next to each question（p.15）——R/P/P/R；②归纳判断依据：问句中主语为 you → 请求（R）；主语为 I/we → 许可（P）。 学习理解 获取与梳理 概括与整合 3a 标注正确率与判断依据陈述 Step 3 精讲一 礼貌请求 (5’) ①Make polite requests：Can you lend me your pen? / Can you help me carry these books? / Can you pass me the salt? / Could you tell me the way to the nearest subway station?——用于请求别人做某事；②结构卡：Can/Could + you (please) + 动词原形…? 学习理解 概括与整合 结构卡复述与例句仿说 Step 4 精讲二 请求许可 (5’) ①Ask for permission：Can I use the phone in the living room? / Can I hand in the homework tomorrow? / Can I turn on the air conditioner? / Could I stay out until 10 pm tonight?——用于请求别人允许自己做某事；②注意事项：回答用 could 提出的请求时通常不用 could 而用 can——Could I have a look at your book? —Yes, you can.（不能用 Yes, you could.）/ Sorry, you can't.（不能用 Sorry, you couldn't.）；③语用点拨：使用 could 只是让请求更礼貌，仍要注意语气态度，面带微笑、语调温和——Could I stay up a little later to finish this movie? —Yes, you can. But don't stay up too late. / No, you can't. You have to get up early tomorrow. 学习理解 概括与整合 回答用 can 的判断练习正确率（对应语言能力目标） Step 5 补充拓展 能力与建议 (5’) ①表示能力：Can you speak English? / When I was five, I could swim like a fish.（could 是 can 的过去式）；②提出建议：对平级或晚辈可用 can 快速给出建议（We can eat in a restaurant this evening.）；对上级、长辈或需要体现礼貌时用 could 委婉建议（Maybe I could give you a lift to the supermarket. / You could try reading the instructions before starting.）。 学习理解 概括与整合 can/could 建议句的语用判断 Step 6 Work on 3b 答语反推 (7’) ①完成 3b：Choose the best question to complete each conversation（p.15），选项：A. Could you give me a ride to town now? B. Can I stay out until eleven? C. Mr Lake, can I use your toilet? D. Could I use your computer?；②核对与推理：1. —C（答语 Of course you can. Let me show you the way. → 请求借用厕所并被带路，P）；2. —D（Yes, if you are careful with it. → 借用电脑须小心，P）；3. —B（No, you can't. You have a basketball game tomorrow…You need a good rest. → Can I stay out until eleven?，P）；4. —A（Can I go to the movies? —Of course. 后再请求：Could you give me a ride to town now? —I can't. I have to do some work now.，R）；③方法总结：先看答语人称（can I/can you），再结合语境语义。 应用实践 分析与判断 3b 正确率与推理说理（对应思维品质目标） Step 7 Work on 3c 情境创编 (8’) ①完成 3c：Make up conversations for each setting, using can or could（p.15）——1. 在朋友家手机没电想给父母打电话：A: Can/Could I use your phone? B: Sure. / Of course.（dead adj. 不运行的；死的）；2. 昨天生病没去上课，朋友去上了英语课并做了笔记，想了解课堂情况：A: Can/Could you tell me something about yesterday's English class? B: Sure.（take notes 做笔记）；3. 抱着大箱子难以开门，邻居来了：A: Can/Could you help me open the door? B: Sure. / Of course.；4. 和同学想帮忙清扫社区，请同学带手套和垃圾袋：A: Can/Could you bring gloves and rubbish bags to clean up the community? B: Sure. / Of course.（community n. 社区；rubbish n. 垃圾）；②Group work：Choose one setting from your daily life, then make a long conversation using can or could.；③价值讨论：Why should we use more polite expressions in our daily lives? —Because they show respect for others and help us get along better with people around us. 迁移创新 想象与创造 四个情境对话的完整度与得体性（表现性评价） Step 8 检测与作业 (6’) ①当堂完成巩固检测（单项选择 5 题）；②小结 can/could 两类句型体系；③布置分层作业：基础——熟读 3b 对话、抄写 Grammar Focus 句子；提升——用 Could/Can I/you…? 编对话并与同伴表演；拓展——查阅资料，对比中外请求许可的文化差异。 学习理解 概括与整合 当堂检测正确率；总体目标达成度反馈 作业设计（分层） 【基础·必做】①熟读 3b 对话；②抄写 Grammar Focus 表格中的句子；③完成“巩固检测一”。 巩固检测一　单项选择（课堂原题） 1. —Jack, could you please help me take out the trash? 　　—Sorry, I ________, Mum. I ________ my homework now. 　　A. couldn't; am doing　　B. can't; am doing　　C. can't; do　　D. can't; did 2. —Jim, could I use your computer? 　　—Yes, of course you ________. 　　A. could　　B. can　　C. must　　D. should 3. —Jason, could I use your dictionary? I left mine at home. 　　—________. Here you are. 　　A. Of course　　B. It doesn't matter　　C. Sounds great　　D. It's my pleasure 4. —Could I go out for dinner with my friends, Mum? 　　—________ You have so much homework to do. 　　A. Yes, sure.　　B. Sorry, you can't.　　C. Why not?　　D. No, you couldn't. 5. —________ you give me a hand? I can't move the box by myself. 　　—No problem. 　　A. Could　　B. Should　　C. Must　　D. Need 【提升·选做】完成“巩固检测二”。 巩固检测二　情境对话（依据教材 3c 活动改编） 用 Could/Can I/you…? 就以下两个情境各编一段对话并表演：①向老师借尺子；②请求父母允许周末和同学去看电影。 【拓展·挑战】完成“巩固检测三”。 巩固检测三　文化对比（依据教材拓展作业改编） 查阅资料，用 3-4 句英语对比中外请求许可的文化差异（如直接与委婉、称呼与礼貌层级），下节课分享。 巩固检测参考答案（供教师批阅） 一：1—5　B　B　A　B　A（1.回答 could 请求用 can't；现在进行时 am doing；2.回答 could 许可用 can；3.Of course 直接同意并递上；4.作业多→拒绝 Sorry, you can't.；5.请求帮忙用 Could） 二：示例—①A: Excuse me, Mr Wang. Could I borrow your ruler? B: Of course. Here you are. A: Thank you very much. ②A: Mum, could I go to the movies with my classmates this weekend? B: Yes, you can. But please come back before six.（答案不唯一） 三：示例—In China, people often make requests in a roundabout way and care about the relationship first. In some Western countries, people may say "Could you please…?" more directly, but still use polite words like "please" and "thank you". Both cultures value politeness and respect.（答案不唯一，言之有理即可） 板书设计 Unit 2 Home Sweet Home — can/could: Requests & Permission R（请求别人做某事）: Can/Could + you (please) + 动词原形…? —Could you tell me the way…? —Sure. / Sorry, I… P（请求允许自己做某事）: Can/Could + I/we + 动词原形…? —Could I stay out until 10 pm? —Yes, you can. / No, you can't. 回答 could 用 can；could 更礼貌、可表委婉建议 Words: until movie(s) dead take notes community rubbish be careful with clean up 教学评价与反思 1. 目标—评价对应（教-学-评一体化）： 素养目标 课堂评价任务与证据 语言能力目标 3a/3b 完成正确率；3c 情境对话质量；巩固检测一完成质量 学习能力目标 R/P 判断依据的自主归纳；答语反推问句的策略运用 思维品质目标 could 礼貌层级与建议语用的辨析准确度 文化意识目标 对礼貌用语价值的理解；中外请求许可文化差异的关注 2. 预设反思点：①R/P 判断是否由学生先标注再归纳依据；②“回答 could 用 can”是否配错例对比；③3c 四情境是否先口头后成篇；④检测一第 1 题两空综合难度是否需要拆解讲评。 学科网（北京）股份有限公司 $