人教版八下-Uuit 3 Could you please clean your room -Section A Grammar focus 4a—4c-教案、教学设计-市级优课-(配套课件编号：801e5).doc

1、1 八下八下 Unit 3 Could you please clean your room? SectionAPeriod One&Three Teaching Plan Part Analysis . Analysis of the teaching material and students (教材与学情分析教材与学情分析)： 1. Brief introduction of the text and its status and function （教材简析和教材地位）：（教材简析和教材地位）： This lesson is the first part of this. It pla

2、ys an important part in the English teaching of this unit. Such a topic is related to daily life, it is helpful to raise learning interest of students and it will be also helpful to improve their spoken English and develop their feelings to their friends. Students can improve their listening and spe

3、aking ability. At the same time, we should get students to understand some difficult phrases to comprehend the passage better. After this lesson, students would realize the importance of doing chores,and learn to make a polite request and ask for permissions. 2. The analysis of the students(学情分析学情分析

4、)： 1 The Students have their feelings. So they are eager to speak out them. 2 Some Students are lack of vocabulary and several of them may have difficulty in expressing their true opinions. Whats more, some students are even lacking in confidence showing themselves in public. 3. Students need classm

5、ates and teachers encouragement and let them ensure it is normal to make mistakes. Part Teaching Planning (教学设计教学设计) 1 Teaching aims(教学教学目标目标)： a.Learn to pronounce and master the new words: rubbish, take out the rubbish, fold, sweep the floor, mess. b. Learn to make a polite request and ask for per

6、missions. c.Be able to understand the dialogues about making a polite request and asking for 2 permissions. 2 Teaching methods(教学方法教学方法)： a.Double activities teaching methods b. Question-and-answer activity teaching method c.Watch-and-listen activity teaching method d. Free discussion method e.Pair

7、work or individual work method f.Employ task-based approach and do some listening and speaking practice 3 Key Points and difficult points（重难点）（重难点）： a. Master the new words and phrases b. How to make a polite request and ask for permissions. 4 Teaching aids（教学准备）：（教学准备）： a. Multi-media b. Atape reco

8、rder Part Teaching Procedures(教学步骤教学步骤) Step 1 Greetings Greet the whole class as usual Step 2 Revision 1. Ask students to read all the new words and expressions together. 2. Check the homework(previewing this lesson and making preparations) Purpose: Through this part, we can consolidate what they h

9、ave learned and prepare for the new lesson. Step 3 Lead-in Ask students some questions (Do you often do chores at home?/What kind of chores do you do?) to bring in the concept . Then show students a video to bring in the main topic of this lesson. Purpose: To arouse students interest of English stud

10、y and bring in the new subject of this lesson. Step 4 TeachActivity 1a. 3 Give students some time to watch the pictures and ask them to point out the chores. Purpose: To review some key vocabulary and introduce some new words. Step 5 TeachActivity 1b. This activity provides guided listening practice

11、 using the target language. Purpose: To improve Studentslistening ability and prepare for later exercises. Step 6 TeachActivity 1c. This activity provides speaking practice using the target language. Purpose: To improve Studentsspeaking ability . Step7 TeachActivity 2a&2b. This activity provides lis

12、tening practice using the target language. Purpose: To improve Studentslistening ability. Step 8 TeachActivity 2c. This activity provides speaking practice using the target language. Purpose: To improve Studentsspeaking ability . Step9 TeachActivity 2d. This activity provides speaking practice using

13、 the target language. Purpose: To improve Studentsrole-play ability. Step10 Grammar could 可用作可用作 can 的过去形式，表示能力的过去形式，表示能力 could 可在肯定句中，表示提出建议，比可在肯定句中，表示提出建议，比 can 语气更加委婉语气更加委婉 could 用在否定句或疑问句中，表示推测用在否定句或疑问句中，表示推测 Could you(please).?表示委婉地请求对方做某事表示委婉地请求对方做某事 Could I .?表示委婉地请求别人允许自己做某事表示委婉地请求别人允许自己做某事

14、Could 用在疑问句中表示请求时，答语中不用用在疑问句中表示请求时，答语中不用 could e.g. - Could I watch TV now, Dad? - Yes, you can./ No, you cant. 1. 礼貌而客气地请求别人做某事时用“Could you please do sth.?” 4 Could you please sweep the floor? 2. 礼貌而客气的请别人允许你做某事时用“Could I do sth.?” Could I use the car? 3. 很乐意为别人效劳时的肯定答语： Sure./Certainly./Of course.

15、/No problem./Yes, I can. 4. 委婉地拒绝别人的请求时的否定答语： Sorry,I cant. I have to. Purpose: To improve studentstarget language. Step 11 Summary Have a brief review of what we have learned and do the exercise. Step12 Exercise 翻译： 1. 我可以和朋友一起出去吃饭吗？ 2. 请你洗餐具，好吗？ 对不起，我不能。我得做作业。 3. 你能倒一下垃圾吗？ 当然可以。 4. 你能铺一下床和叠衣服吗？ 不行

16、啊，我明天有考试。 Purpose: This activity is intended to consolidate what the students have learned/ Step 13 Homework 1. Help your parents do some chores at home. 2. Preview the new words and expressions and the story on Page19. 3. Finish the handout. Purpose: This activity is intended to develop studentswri

17、ting ability by using all the new words and expressions and encourage the students to study English independently after class. Handout 5 一选择题 1. -Could you please tell me how to get to the restroom? - _. I an not sure how to get there. A. SorryB. OKC. Of courseD. No problem 2. -Could you carry the h

18、eavy box for me? -_. I am strong enough. A. Not at allB. No problem B. Good ideaD.Never mind 3. -Do you need more time to complete the task? - Yes.Another ten days _ enough. A. isB. wasC. areD.were 4.Could you _ watch TV? I am sleeping. A.please dontB.dont please C. not pleaseD.please not 5.-Could I

19、 use your car? -Sorry, you_. I will use it in a while. A. couldB.canC. couldntD.cant 二选词填空 1. Could you _(tell/telling) me Lisas telephone number? 2. Could you please _(no/not) tell others about the secret? 3. - My bike is broken. _(Could/Should) I use yours. - Yes, sure. 4. -Could you please do the

20、 dishes? - Sorry, I _(cant/couldnt). I am going to do the homework. 5. - Could I borrow your pencil? - Of course you _(can/could) Part Teaching Reflection(教学教学反思反思) 1. The inter-activities between teacher and students were enough. 2. Good arrangements for every step. 3. Practices that students got were enough. 4. Had better give students more time to think about some problems. 5. Different students should think about the problems of different kinds.