人教版八年级英语下册第三单元教案

1、Unit 3 Could you please clean your room?教材解读本单元的话题是 Chores,主要是关于家庭生活，谈论家务琐事及家庭互助，要求学生学会用 Could you please . ？和 Could I please . ？来委婉地提出请求或征求别人的许 可以及如何有礼貌地拒绝别人并表达自己的理由，陈述自己的好恶。家庭生活及家务劳 动是社会家庭和学生生活中的重要方面，对学生生活习惯的养成、社会行为习惯及家庭 责任感的建立起着重要的作用。通过学习本单元，学生应当能认识到家庭亲情及家庭义 务的重要性，应对参加及帮助父母做适当的家务持有积极的态度。通过单元学习，学生

2、 还将了解中西方在这方面的文化差异，增强他们在日常生活中的沟通和交流能力。单元目标一、知识与技能1. 掌握重点单词和短语。2. 掌握请求帮助和请求允许及应答的句型： Could you please clean your room? CouldI please use the car? Yes， you can. No， you can 't. I have to go out.3. 培养听说读写四项基本技能。二、过程与方法 采用个人独立思考，两人或多人小组合作、交流的学习策略，积极创设较真实的语 言环境，利用教学图片、录音机或多媒体课件来展开课堂的听力和口语交际活动。三、情感态度与价

3、值观 明确“家务人人有责”的思想，能积极主动地参加家务劳动。认识到父母照顾家庭 的辛劳，养成爱父母、爱家庭、爱家务的好习惯。学习照顾家庭同时也是照顾自己，培 养独立能力，为自己的将来奠定基础。教法导航采用直观教学法，遵循以学生为主体的原则。学法导航采用 Using contest guessing 和 Role playing 的学习策略，课时支配第 1 课时： Section A 1a-2d第 2 课时： Section A 3a-4c第 3 课时： Section B 1a-2e第 4 课时： Section B 3a-Self Check课时教案第 1 课时 Section A 1a-2

4、c教学目标一、知识与技能1. 掌握重点词汇和短语： do the dishes，take out the rubbish ，fold your clothes ，sweep the floor ， make your bed ，clean the living room2. 理解并掌握重点句型：Could you please? Could I?3. 能听懂有关做家务和日常活动的对话。二、过程与方法 采用情境教学法，调动学生的积极性，引导他们积极参与课堂。三、情感态度与价值观 了解各种家务，能发现要做的家务并积极主动地去做。教学重点能用本课的重点词汇和句型对家务作出委婉请求。教学难点 能抓住录

5、音中的关键词。教法导航 课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。学法导航 加强小组合作学习，积极回答问题。教学准备 图片，录音机，多媒体。教学过程Step 1 GreetingsGreet the students as usual.Step 2 Lead-inT： Good morning ，boys and girls! I am always very busy on weekends. So my daughter often helps me with the housework. Do you often help your mother do the chores

6、at home? (Write “chores” on blackboard and explain it.) Here“chore” means housework. Couldyou please tell me what chores you do at home?S1： I often clean my room.S2： I wash my clothes and fold my clothes.S3： I clean the window.S4： I make my bed and sweep the floor.S5： I clean the living room.T： Well

7、，you are good boys and girls! We should try to be helpful and do some chores at home.Step 3 New words and expressionsAsk the students to look at the picture on Page 17.T： Look at the picture on page 17. What can you see?S1： Peter and his mother.S2： The dustbin is full.S3： The floor is dirty.S4：.T：So

8、 there are a lot of chores to do， right? Help students to learn the following phrases about chores：clean the living room; do the dishes; sweep the floor; make the bed; take out the trash; fold the clothesStep 4 PresentationT：If you want to ask somebody to do chores ， how can you ask in English?S1： C

9、an you do the chores?S2： Could you please do the chores?T： Which one do you think is better?students： The second one.T：Yes. We should say“Could you please do the chores?” instead of other ways because it sounds very polite. Write “ Could you please .?” on the blackboard.Step 5 Pair workT：In the pict

10、ure ， the mom asks the son to do some chores. What does she say?S：Peter， could you please take out the trash?T：Good! Today ，we' ll learn how to make polite requests with could. It is very important to be polite in our life. Now work in pairs. Imagine you are the mom and the son in the picture. A

11、sk your partner to do the chores that you see.First ask two students to read the sample conversation in activity 1c. Then students make their own conversations. Call several pairs to demonstrate their conversations to the class.Step 6 ListeningT： You will here a conversation between Peter and his mo

12、ther. What kind of chores do Mom and Peter do? Check Mom or Peter.Play the recording twice. For the first time students focus on the chores Mom does; the second time， focus on the chores Peter does. Then check the answers.Step 7 A little gameFind out the best helper at home.T：Do you often help your

13、parents do the chores? Now let's choose the best helper athome. First please write down all the chores fromyour memory on a piece of paper. Thencheck each chore you do at home. The one who check the most chores will be the best helper at home.Step 8 Group workT： Imagine we are going to clean our

14、 classroom this afternoon. You need someone to help you do some things. Think of the things you need to do and make polite requests to your partners. You may find these phrases useful.Show the following phrases on the screen ：carry some water ，clean the desks，clean the chairs， clean the windows ， cl

15、ean the blackboard ， turn off the lights ， take down the old pictures，put up the new pictures ，sweep the floor. After a few minutes ，call several groups to show their conversations.Step 9 PresentationT：I can 't find my pen. But I have to write something now. What can I do?S： You can borrow a pen

16、 from others.T： But what should I say?S： Can I use your pen?T： But that doesn ' t sournydpovelite. Any other idea?S： Could I please use your pen? (Write the sentence on the blackboard)T： Good! That ' s a very polite way.Step 10 ListeningAsk the students to look at the picture on Page 18. The

17、n say ：Look at the picture. That' sPeter and his father. Peter asks his father if he can do four things. Look at the chart in activity 2a. What are the four things? Ask a student to read the things aloud.noT： What does his father say? Now please listen to the tape and check yes ' orchart. Pl

18、ay the tape twice. For the first time ，they only listen. The second time ，they check “yes” or “ no”. Then check the answers with the whole class.T：Why Peter's father say no? What are his reasons? Let 'listen to the conversation again. Draw lines to the reasons in the chart. Before play the t

19、ape ， ask a student to read the reasons given. Then play the tape. If necessary， play it again. Check the answers.Help students to summarize different ways of answering the question “ Could I.?” Yes， you can / I guess so / Oh， yeah / Sure. No， you can 't./ .S.orry， but .Step 11 Pair workT ：Now l

20、ook at activity 2c. Work in pairs. Student A is Peter who asks if he can do things. Student B is Peter 's father wh“o yseasy”s or “no”. If you say “ no”， give a reason.First get two students to read the sample conversation. Then students make their own conversations.Step 12 Group workT：Imagine w

21、e' llhave a self -study class this afternoon. You would like to do many different things. How will you ask your teacher for permission? Please do it in groups of four. One will be the teacher ，and the others will be the students ， make conversation like this ：S： Could I please listen to music?T：

22、 No you can ' t.S： Could I please go to play basketball?T：Sorry ， you have to stay in class.S： Could I please draw pictures?T：Yes， you can.After that , get several groups to dem on strate their con versati ons to the class.Step 13 Homework1. Suppose you are having a party , and you need more dri

23、nks and snacks. But you can' tleave the house. Ask your classmates for help. Write a dialogue between you and yourclassmate with “ Could I please .?” and “Could you please ？ ”2. Understand, read and role play the conversation in 2d.课堂作业1. -Could you please sthe floor?-Yes, sure.2. -Could you ple

24、ase do the d?-Sorry , I can't. I have to do my homework.3. 我每天早上都整理床铺。Itheevery morni ng.4. 我父母让我晚上不要在外面呆得太晚。My pare nts asked me not tolate at ni ght.5. Could I watch the football match? （作肯定回答），you.参考答案： 1. sweep 2. dishes 3. make， bed 4. stay out 5. Yes， can.教学反思多媒体能使整个教学过程表现为声、图、文并茂，使声音、图像、文

25、字的呈现更自 然。为此，在课堂上，教师应该为学生创造学习氛围，让学生时常有成功感和成就感， 以便进一步激发学生学习的内在动力。在本堂课中应注意让发音较标准的同学多朗读， 让思维敏捷的同学先回答问题，让善于观察的同学多纠正错误，让反应慢的同学多回答 低难度问题。尽量使每个同学多动脑、多动口、多动手。第 2 课时 Section A 3a-4c教学目标一、知识与技能1. 复习、巩固表示委婉请求和应答的句型。2. 培养阅读理解能力。3. 完成相关练习。、过程与方法将抽象知识具体化，帮助学生总结规律，系统地学习语法。调动学生的积极性，引 导他们积极参与课堂。三、情感态度与价值观认识到做家务的意义和重要

26、性，养成常做家务的好习惯。教学重点复习、巩固表示委婉请求和应答的句型。教学难点培养阅读理解能力。教法导航通过大量练习让学生主动掌握语法知识。学法导航练习、讨论、主动探求规律。教学准备多媒体。教学过程Step 1 GreetingsGreet the students as usual.Step 2 A GameShow a list of chores on the blackboard ：do the dishes clean your roomtake out the trash sweep the floorfold your clothes make your bedGive them

27、 a set of blank cards.T ：Let ' s play a game. You will work in groups of four. First each group writes the chores on the cards. Put them face down. The first student turns over a card ，and asks the student next to him/her to do this chore. That student says “ no” and gives a reason. Each student

28、 should give a reason that has not been given before. The one who can' t give a proper reason will beout of the game. Those who can keep coming up with reasons will be the winner.Step 3 Role playAsk some pairs to role play the dialogue in 2d.Step 4 PresentationSay：As we all know ，Mother does alm

29、ost all the housework in the house. She is always tired. Should we help Mother? What we can do to help her? Ask some students to report their answers.Step 5 ReadingSay： Now let 's read an article about Nancy and her mother. Please read quickly and answer the questions： 1. Why was Nancy's mom

30、 angry with her? 2. Did they solve the problem? How?Then ask some students to report their answers.Now let 'resad the sentences in 3b， try to understand and translate them. Then read the passage again carefully and try to underline the sentences from the reading that mean the same thing. After s

31、everal minutes ， ask some students to report their answers and translate the sentences into Chinese.Step 6 Language points1. You watch TV all the time and .all the time (在该段时间内)一直；向来，一向；时时刻刻；每时每刻e.g. I do this all the time.我一直是这么做的。This happens all the time.这种情况是时时发生的。2.1' m just as tired as you

32、 are!as . as意为"和一样”，表示同级的比较。使用时要注意第一个as为副词，第二个as为连词。其基本结构为：as + adj./ adv. + as。e.g. This film is as interesting as that one.这部电影和那部电影一样有趣。Your pen writes as smoothly as mine.你的钢笔书写起来和我的一样流畅。注意：as as 的否定形式为" not as/so + adj ./adv. + as”。e.g. He didn ' t act as well as他表现得不如你好。3. For on

33、e week, she did not do any housework ,and neither did I.1) neither用作副词，作"也不”解释，放在句首，表示前面否定的内容也适用于另一个人或物，句子须采用部分倒装。此时也可用nor替换neither使用。e.g. -I don 'like this dress.我不喜欢这件连衣裙。-Neither / Nor do I.我也不喜欢。注意：neither之后的主语要置于助动词或系动词之后。2) neither用作代词，表示"两者都不，双方均不”。He an swered neither of the le

34、tters.他两圭寸信都没回。e.g.- Which one would you like? 你喜欢哪一个？-Neither.两个都不喜欢。Step 7 Practice3c, Show the sentences on the screen 1. Could you take the dog for a walk? 2. I walked home from school. Then ask some students to read and translate them. Then help them to say that the word “ walk ” in the first s

35、entence is a noun and the word “ walked ” in the second sentence is a verb. Then ask the stude nts to look at the senten ces in 3c and decide whether the un derl ined words in the senten ces are verbs or nouns. Then write ano ther sentence using the un derl ined word in the other form. Fin ally ask

36、some stude nts to report their an swers.Step 8 Grammar focusAsk the stude nts to tran slate the sentences in the box and try to remember them. The n practice them in pairs. Fin ally ask the stude nts to make up more similar dialogues.Step 9 Practice4a First ask the students to translate the sentence

37、s from 1 to 5 , then decide whether they are requests or permissions. Then match each one with the correct response. Finally ask the stude nts to practice the dialogues in pairs.4b First ask the students to fill in the blanks in the conversation by themselves and then ask them to check the an swers

38、in pairs. Fin ally ask them to practice the dialogue in pairs.Step 10 Group workSay: Boys and girls , we'llgo for a camping trip tomorrow. And today we should prepare what we need. Please work in groups and make a list of things your group needs to do for a camping trip. Then discuss who will do

39、 them and complete the chart in 4c. You can use the dialogue to help you ：A ：Could you please bring a tent ， Liu Chang? B ：Sure. And could you please ? C: Sorry, I can '.I have to After several minu tes , ask some groups to practice the dialogue.Step 11 HomeworkSuppose your family will go to Ame

40、rica for summer holiday ， what should you prepare? Talk about it in groups and try to use the sentence patterns : Could you ? Could I ?课堂作业I. 根据句意和首字母用适当的单词填空1. Do you like doing chores? No ， I h doing chores.2. What do you do after you get up every day? I brush my teeth and w my face.3. Could you h

41、elp your mother m d i n n e r on Sundays?4. I often do the swith my sister on weekend.5. I have a little money ， could I b some from you?6. Could I please u your car? Sorry ， I can ' t. I hatvoehave a meeting.II. 连词成句1. take out， could， please， you， trash， the ?2. I， please， movies， go， could， t

42、o， the ？3. you， often， the， clean， room， do ？4. but， have， you， to， your， finish ， first， homework参考答案: I. 1. hate 2. wash 3. make 4. shopping 5. borrow 6. use II. 1. Could you please take out the trash? 2. Could I please go to the movies? 3. Do you often clean the room? 4. But you have to finish yo

43、ur homework first.教学反思 一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气 氛比较活跃，调动了大部分学生听课的积极性，因此合作教学对提高学生实际的语言交 流能力以及与他人的合作能力有很大的促进作用。但很明显，语言表达能力强的学生参 与的机会相对要多，代表小组汇报的机会也多，而另有一些学生却习惯于当听众，被动 地接受别人的观点，很少发表自己的个人意见，也就是说在小组合作学习中学生的参与 度不均衡，而这部分学生主要是学习困难生。第3 课时 Section B 1a-2e教学目标一、知识与技能1. 掌握新单词和短语。2. 在不同的情境中正确、熟练地使用表示

44、委婉请求的句型。3. 培养听、说、读、写四项基本技能。二、过程与方法 观看，感受，模仿，实践。三、情感态度与价值观 认识到不仅在家庭中，在生活中的其他情况我们也要积极参加，勇于实践。教学重点 在不同的情境中正确、熟练地使用表示委婉请求的句型。教学难点 培养听、说、读、写四项基本技能。教法导航 创设情境，实践演练。学法导航 通过听说读写，独立思考，小组合作完成学习任务，提高各项能力。教学准备 图片，多媒体。教学过程Step 1 GreetingsGreet the students as usual.Step 2 PreparationT ：When I was a teenager，my pa

45、rents often asked me to clean my room. Sometimes they asked me to buy some things. Now I often ask my daughter to take out the trash. What chores do your parents usually ask you to do?S1： My mother usually asks me to buy some food.S2： My mother often asks me to make my bed.S3： My father always asks

46、me to clean my bike.S4： They ask me to clean my bedroom.T ： Do you ask your parents to do anything? What do you ask them to do?S1： I ask my mother to make bed for me.S2： I ask my father to buy some books for me.Step 3 PracticeT ：Look at the items in 1a ，Section B. What can teenagers ask their parent

47、s to do? What do parents ask their teenagers to do? Write “parents” or “ teenagers” next to each phrase.Ask students to go through the phrases first. Give some explanations about the key words.teenager： someone who is between 13 and 19 years oldsnack： something eaten between mealsborrow ： borrow sth

48、 from sblend： lend sth to sb/lend sb sthinvite ：invite sb to sth (a wedding ， party ， meal， etc.) ; invite sb to do sthThen check their answers.Step 4 Pair workLet students use the phrases in activity 1a to make conversations between parents and teenagers. First， get a pair of students to read the s

49、ample conversations. Then students make their own conversations.Step 5 Listening1c, T：Now listen to the conversation between Sandy and her mom. Please check each item in activity 1a they talk about. Put a check mark in front of each phrase you hear.Play the recording ， students only listen.Play the

50、recording a second time. Students listen and check the items.Check the answers with the whole class.1d, T ： From the conversation ， we know Sandy will hold a party. She will invite some friends to the party. But she needs to do some preparation. She asks her mom to help her. And Dave is one of Sandy

51、 'fsriends. He will also help Sandy do the preparation. So what is Sandy ' s mom going to do? What is Sandy going to do? What are Sandy and Dave going to do? Let ' s listen again and fill in the chart in activity1b.Play the recording a third time. Ask students to write down the things th

52、e three people are going to do. Pause the tape where necessary. Then check the answers.Step 6 Pair work1e T ： Suppose you are having a party. Make a list of things you need to do. Some things are already given. Write more things you need to do. Get students work in pairs and add more things to the l

53、ist. For example ：buy some CDs， decorate the walls，make some gifts .T： Now make conversations and ask your partner to do some of the things for you. Then ask some pairs to demonstrate their conversations.Step 7 DiscussionSay： Doing chores has advantages and disadvantages. What 's your opinion? A

54、sk some students to report their opinion. Then say ： Suppose you are Ms. Miller or Mr. Smith ， after reading the two letters ，work in groups and discuss the advantages and disadvantages of doing chores. After a few minutes ， ask some groups to report their opinions.Step 8 ReadingSay： Read the letter

55、s again and try to find out the phrases in 2d. Ask some students to translate the phrases first and then ask them to work in pairs to write one sentence with each phrase from the letters. Then ask some students to report their sentences.Step 9 Homework1. Finish the chart in 2c according to Ms. Mille

56、r and Mr. Smith.2. Discuss the questions in 2e with a partner.课堂作业I. Match the sentences()1. Could I speak to Sam ， please？()2. Would you like to come to my birthday party tonight ？()3. May I come in ？()4. What about going out for a walk ？()5. Shall I open the door ？()6. Will you (please) lend your

57、pen to me ？a. Good idea!b. Yes， please.c. Certainly. Hold on ， please.d. I ' d love to.e. Sorry ， I 'm afraid not.f. Come in ， please.II. Translate the sentences into English.1. 你能接一下电话吗？2. 你能把书带到教室里去吗？3. 你能帮我打扫房间吗？4. 我能打开窗户吗？5. 我可以借你的车吗？参考答案： I. c d f a b e II. 1. Could you answer the phone? 2. Could you take the book to the classroom? 3. Could you help me clean the room? 4. Could I open the window? 5. Could I borrow your car?教学反思 教师在开展教学活动时，个别小组出现“冷清”的场面，这些学生只顾自己独立思 考，停留在独立学习的层次上，没有发挥合作学习的优势，使合作流于形式。出现上述 情况，从合作学习的参与者 教师的角度分析主要是教师的设计和引导不恰当、或小 组的编排不够合理等。从合作学习的参与者学生的角度分析，主要是学生还没有掌 握