人教版八年级英语下册第三单元教案讲课讲稿Word格式.docx
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采用直观教学法，遵循以学生为主体的原则。
学法导航
采用Usingcontestguessing和Roleplaying的学习策略，
课时支配
第1课时：
SectionA1a-2d
第2课时：
SectionA3a-4c
第3课时：
SectionB1a-2e
第4课时：
SectionB3a-SelfCheck
课时教案
第1课时SectionA1a-2c
教学目标
1.掌握重点词汇和短语：
dothedishes，takeouttherubbish，foldyourclothes，sweepthefloor，makeyourbed，cleanthelivingroom
2.理解并掌握重点句型：
Couldyouplease…?
CouldI…?
3.能听懂有关做家务和日常活动的对话。
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。
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
能抓住录音中的关键词。
课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。
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
Step1Greetings
Greetthestudentsasusual.
Step2Lead-in
T：
Goodmorning，boysandgirls!
Iamalwaysverybusyonweekends.Somydaughteroftenhelpsmewiththehousework.Doyouoftenhelpyourmotherdothechoresathome?
（Write“chores”onblackboardandexplainit.）Here“chore”meanshousework.Couldyoupleasetellmewhatchoresyoudoathome?
S1：
Ioftencleanmyroom.
S2：
Iwashmyclothesandfoldmyclothes.
S3：
Icleanthewindow.
S4：
Imakemybedandsweepthefloor.
S5：
Icleanthelivingroom.
Well，youaregoodboysandgirls!
Weshouldtrytobehelpfulanddosomechoresathome.
Step3Newwordsandexpressions
AskthestudentstolookatthepictureonPage17.
Lookatthepictureonpage17.Whatcanyousee?
Peterandhismother.
Thedustbinisfull.
Thefloorisdirty.
...
Sotherearealotofchorestodo，right?
Helpstudentstolearnthefollowingphrasesaboutchores：
cleanthelivingroom;
dothedishes;
sweepthefloor;
makethebed;
takeoutthetrash;
foldtheclothes
Step4Presentation
Ifyouwanttoasksomebodytodochores，howcanyouaskinEnglish?
Canyoudothechores?
Couldyoupleasedothechores?
Whichonedoyouthinkisbetter?
students：
Thesecondone.
Yes.Weshouldsay“Couldyoupleasedothechores?
”insteadofotherwaysbecauseitsoundsverypolite.Write“Couldyouplease...?
”ontheblackboard.
Step5Pairwork
Inthepicture，themomasksthesontodosomechores.Whatdoesshesay?
S：
Peter，couldyoupleasetakeoutthetrash?
Good!
Today，we’lllearnhowtomakepoliterequestswithcould.Itisveryimportanttobepoliteinourlife.Nowworkinpairs.Imagineyouarethemomandthesoninthepicture.Askyourpartnertodothechoresthatyousee.
Firstasktwostudentstoreadthesampleconversationinactivity1c.Thenstudentsmaketheirownconversations.Callseveralpairstodemonstratetheirconversationstotheclass.
Step6Listening
YouwillhereaconversationbetweenPeterandhismother.WhatkindofchoresdoMomandPeterdo?
CheckMomorPeter.
Playtherecordingtwice.ForthefirsttimestudentsfocusonthechoresMomdoes;
thesecondtime，focusonthechoresPeterdoes.Thenchecktheanswers.
Step7Alittlegame
Findoutthebesthelperathome.
Doyouoftenhelpyourparentsdothechores?
Nowlet’schoosethebesthelperathome.Firstpleasewritedownallthechoresfromyourmemoryonapieceofpaper.Thencheckeachchoreyoudoathome.Theonewhocheckthemostchoreswillbethebesthelperathome.
Step8Groupwork
Imaginewearegoingtocleanourclassroomthisafternoon.Youneedsomeonetohelpyoudosomethings.Thinkofthethingsyouneedtodoandmakepoliterequeststoyourpartners.Youmayfindthesephrasesuseful.
Showthefollowingphrasesonthescreen：
carrysomewater，cleanthedesks，cleanthechairs，cleanthewindows，cleantheblackboard，turnoffthelights，takedowntheoldpictures，putupthenewpictures，sweepthefloor.Afterafewminutes，callseveralgroupstoshowtheirconversations.
Step9Presentation
Ican’tfindmypen.ButIhavetowritesomethingnow.WhatcanIdo?
Youcanborrowapenfromothers.
ButwhatshouldIsay?
CanIuseyourpen?
Butthatdoesn’tsoundverypolite.Anyotheridea?
CouldIpleaseuseyourpen?
（Writethesentenceontheblackboard）
That’saverypoliteway.
Step10Listening
AskthestudentstolookatthepictureonPage18.Thensay：
Lookatthepicture.That’sPeterandhisfather.Peteraskshisfatherifhecandofourthings.Lookatthechartinactivity2a.Whatarethefourthings?
Askastudenttoreadthethingsaloud.
Whatdoeshisfathersay?
Nowpleaselistentothetapeandcheck‘yes’or‘no’inthechart.Playthetapetwice.Forthefirsttime，theyonlylisten.Thesecondtime，theycheck“yes”or“no”.Thenchecktheanswerswiththewholeclass.
WhyPeter’sfathersayno?
Whatarehisreasons?
Let’slistentotheconversationagain.Drawlinestothereasonsinthechart.Beforeplaythetape，askastudenttoreadthereasonsgiven.Thenplaythetape.Ifnecessary，playitagain.Checktheanswers.
Helpstudentstosummarizedifferentwaysofansweringthequestion“CouldI...?
”Yes，youcan/Iguessso/Oh，yeah/Sure.No，youcan’t..../Sorry，but...
Step11Pairwork
Nowlookatactivity2c.Workinpairs.StudentAisPeterwhoasksifhecandothings.StudentBisPeter’sfatherwhosays“yes”or“no”.Ifyousay“no”，giveareason.
Firstgettwostudentstoreadthesampleconversation.Thenstudentsmaketheirownconversations.
Step12Groupwork
Imaginewe’llhaveaself-studyclassthisafternoon.Youwouldliketodomanydifferentthings.Howwillyouaskyourteacherforpermission?
Pleasedoitingroupsoffour.Onewillbetheteacher，andtheotherswillbethestudents，makeconversationlikethis：
CouldIpleaselistentomusic?
Noyoucan’t.
CouldIpleasegotoplaybasketball?
Sorry，youhavetostayinclass.
CouldIpleasedrawpictures?
Yes，youcan.
Afterthat，getseveralgroupstodemonstratetheirconversationstotheclass.
Step13Homework
1.Supposeyouarehavingaparty，andyouneedmoredrinksandsnacks.Butyoucan’tleavethehouse.Askyourclassmatesforhelp.Writeadialoguebetweenyouandyourclassmatewith“CouldIplease...?
”and“Couldyouplease...?
”
2.Understand，readandroleplaytheconversationin2d.
课堂作业
1.---Couldyoupleasesthefloor?
---Yes，sure.
2.---Couldyoupleasedothed?
---Sorry，Ican’t.Ihavetodomyhomework.
3.我每天早上都整理床铺。
I________the________everymorning.
4.我父母让我晚上不要在外面呆得太晚。
Myparentsaskedmenotto________________lateatnight.
5.CouldIwatchthefootballmatch?
（作肯定回答）
________，you________.
参考答案：
1.sweep2.dishes3.make，bed4.stayout5.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SectionA3a-4c
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。
二、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。
认识到做家务的意义和重要性，养成常做家务的好习惯。
复习、巩固表示委婉请求和应答的句型。
培养阅读理解能力。
通过大量练习让学生主动掌握语法知识。
练习、讨论、主动探求规律。
多媒体。
Step2AGame
Showalistofchoresontheblackboard：
dothedishescleanyourroom
takeoutthetrashsweepthefloor
foldyourclothesmakeyourbed
Givethemasetofblankcards.
Let’splayagame.Youwillworkingroupsoffour.Firsteachgroupwritesthechoresonthecards.Putthemfacedown.Thefirststudentturnsoveracard，andasksthestudentnexttohim/hertodothischore.Thatstudentsays“no”andgivesareason.Eachstudentshouldgiveareasonthathasnotbeengivenbefore.Theonewhocan’tgiveaproperreasonwillbeoutofthegame.Thosewhocankeepcomingupwithreasonswillbethewinner.
Step3Roleplay
Asksomepairstoroleplaythedialoguein2d.
Step4Presentation
Say：
Asweallknow，Motherdoesalmostallthehouseworkinthehouse.Sheisalwaystired.ShouldwehelpMother?
Whatwecandotohelpher?
Asksomestudentstoreporttheiranswers.
Step5Reading
Nowlet’sreadanarticleaboutNancyandhermother.Pleasereadquicklyandanswerthequestions：
1.WhywasNancy’smomangrywithher?
2.Didtheysolvetheproblem?
How?
Thenasksomestudentstoreporttheiranswers.
Nowlet’sreadthesentencesin3b，trytounderstandandtranslatethem.Thenreadthepassageagaincarefullyandtrytounderlinethesentencesfromthereadingthatmeanthesamething.Afterseveralminutes，asksomestudentstoreporttheiranswersandtranslatethesentencesintoChinese.
Step6Languagepoints
1.YouwatchTVallthetimeand...
allthetime（在该段时间内）一直；
向来，一向；
时时刻刻；
每时每刻
e.g.Idothisallthetime.我一直是这么做的。
Thishappensallthetime.这种情况是时时发生的。
2.I’mjustastiredasyouare!
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
that
one.这部电影和那部电影一样有趣。
Your
pen
writes
smoothly
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“notas/so+adj./adv.+as”。
e.g.Hedidn’tactaswellasyou.他表现得不如你好。
3.Foroneweek，shedidnotdoanyhousework，andneitherdidI.
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neithe
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