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人教八级英语下册第三单元教案.docx

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? Could I 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。

教法航

采用直教学法，遵循以学生主体的原。

学法航

采用 Using contest guessing和Role playing的学策略，

支配

第1 ： Section A 1a-2d

第2 ： Section A 3a-4c

第3 ： Section B 1a-2e

第4 ： Section B 3a-Self Check

教案

第1 课时 Section A 1a-2c

教学目

一、知与技能

1.掌握重点和短：do the dishes，take out the rubbish，fold your clothes，sweep the floor，make your bed，clean the living room

2.理解并掌握重点句型：Could you please?? Could I??

3.能听懂有关做家和日常活的。

二、程与方法

采用情境教学法，学生的极性，引他极参与堂。

三、情感度与价

了解各种家，能要做的家并极主地去做。

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。

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 Greetings

Greet the students as usual.

Step 2 Lead-in

T： 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 at home? (Write“chores”on blackboard and explain it.) Here “chore ”m eans housework. Could you 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 ， you are good boys and girls! We should try to be helpful and do

some chores at home.

Step 3 New words and expressions

Ask 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 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 clothes

Step 4 Presentation

T： If you want to ask somebody to do chores，how can you ask in English?

S1： Can 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 shou ld 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 work

T： In the picture，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. Ask your partner to do the chores that you see.

First ask two students to read the sample conversation in activity1c. Then students make their own conversations.Call several pairs to demonstrate their

conversations to the class.

Step 6 Listening

T： You will here a conversation between Peter and his mother. 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

Momdoes; the second time ， focus on the chores Peter does. Then check the answers.

Step 7 A little game

Find out the best helper at home.

T：Do you often help your parents do the chores? Now let ’s choose the best helper at home. First please write down all the chores from your memory on a

piece o f paper. Then check each chore you do at home. The one who check the most

chores will be the best helper at home.

Step 8 Group work

T： Imagine we are going to clean our 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 t he chairs ， clean the windows， clean 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 Presentation

T：I can ’t find my pen. But I have to write something now. What can I do?

S： You can borrow a pen from others.

T： But what should I say?

S： Can I use your pen?

T：But that doesn’t sound ve ry polite. 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 Listening

Ask the students to look at the picture on Page 18. Then say：Look at the picture. That’s Peter and his fa ther. Peter asks his father if he can do four

things. Look at the chart in activity2a. What are the four things? Ask a student

to read the things aloud.

T：What does his father say? Now please listen to the tape and check ‘yes’or ‘no’ in the chart. Play 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’s listen to the conversation again. Draw lines to the reasons in the chart. Before play the tape ，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. .../

Sorry ， but ...

Step 11 Pair work

T： Now look at activity 2c. Work in pairs. Student A is Peter who asks if

he can do things. Student B is Peter’s father who says“yes” 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 work

T：Imagine we ’ll have a self-study class this afternoon. You would like

to do many different things. Howwill 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：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 demonstrate their conversations to the

class.

Step 13 Homework

1. Suppose you are having a party ， and you need more drinks and snacks. But you can’t leave the house. Ask your classmates f or help. Write a dialogue between

you and your classmate 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 s the floor?

---Yes， sure.

2.---Could you please do the d?

---Sorry， I can ’ t. I have to do my homework.

3.我每天早上都整理床铺。

I ________ the ________ every morning.

4.我父母让我晚上不要在外面呆得太晚。

My parents asked me not to ________ ________ late at night.

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。

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。

三、情感态度与价值观

认识到做家务的意义和重要性，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 Greetings

Greet the students as usual.

Step 2 A Game

Show a list of chores on the blackboard

：

do the dishes clean your room

take out the trash sweep the floor

fold your clothes make your bed

Give them 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 should give a reason that has not been

given before. The one who can’t give a proper reason will be out of the game.

Those who can keep coming up with reasons will be the winner.

Step 3 Role play

Ask some pairs to role play the dialogue in 2d.

Step 4 Presentation

Say： As we all know， Mother does almost 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 Reading

Say： Now let ’ s read an article about Nancy and her mother. Please read

quickly and answer the questions：1. Why was Nancy’s mom angry with her? 2.

Did they solve the problem? How?

Then ask some students to report their answers.

Now let ’s read 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 several minutes ， ask some students to report their answers and translate the sentences into Chinese.

Step 6 Language points

1. You watch TV all the time and ...

all the time（在段内）一直；向来，一向；刻刻；每每刻

. I do this all the time.我一直是么做的。

This happens all the time.种情况是生的。

2. I ’m just as tired as you are!

as ...as 意“和?一”，表示同的比。使用要注意第一个as 副，第二个 as 。其基本构： as +adj ./adv.+ as 。

. This film is as interesting as that one. 部影和那部影一

有趣。

Your pen writes as smoothly as mine. 你的笔写起来和我的一流

。

注意： as ? as 的否定形式“ not as/so + adj./ adv. + as ”。

. He didn ’t act as well as you.他表得不如你好。

3. For one week ， she did not do any housework， and neither did I.

1) neither用作副，作“也不”解，放在句首，表示前面否定的内容也适用

于另一个人或物，句子采用部分倒装。此也可用nor 替 neither使用。

. --- I don’t like this dress.我不喜件衣裙。

--- Neither/ Nor do I.我也不喜。

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 answered neither of the letters.他两封信都没回。Which one would you like?你喜欢哪一个？

--- Neither.两个都不喜欢。

Step 7 Practice

3c, Show the sentences on the screen ： 1.Could 2. I walked home from school. Then ask some students you take

to read

the dog for

and translate

a walk?

them.

Then help them to say that the word“ walk ”in the first sentence is a noun

and the word “ walked ” in the second sentence is a verb. Then ask the

to look at the sentences in 3c and decide whether the underlined words in the

sentences are verbs or nouns. Then write another sentence using the underlined

word in the other form. Finally ask some students to report their answers.

Step 8 Grammar focus

Ask the students to translate the sentences in the box and try to remember

them. Then practice them in pairs. Finally ask the students to make up more

similar dialogues.

Step 9 Practice

students

4a First ask the students to translate the sentences from 1 to 5， then decide whether they are requests or permissions. Then match each one with the correct

response. Finally ask the students 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 answers in pairs. Finally ask them

to practice the dialogue in pairs.

Step 10 Group work

Say： Boys and girls，we’ ll go 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 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 ’t. I have to?After several minutes，ask some groups to practice the dialogue.

Step 11 Homework

Suppose your family will go to America for summer holiday，what should you prepare? Talk about it in groups and try to use the sentence patterns：Could you ? ? Could I??

堂作

I.根据句意和首字母用适当的填空

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 help your mother m________ dinner on Sundays?

4.I often do the s________ with 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 have to have a meeting.

II.成句

1.take out ，could ， please ， you， trash ， the

_____________________________________?

2.I ，please ，movies ，go， could ， to ，the

_____________________________________ ？

3.you ， often ， the ， clean ， room， do

_____________________________________ ？

， homework

4. but，have，you，to，your，finish，

first

_____________________________________.

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?

Do you often clean the room? 4. But you have to finish your 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 Greetings

Greet the students as usual.

Step 2 Preparation

T：WhenI was a teenager ，my parents 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 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 Practice

T： Look at the items in 1a，Section B. What can teenagers ask their parents 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 old

snack ： something eaten between meals

borrow ： borrow sth from sb

lend ：lend sth to sb/lend sb sth

invite：invite sb to sth (a wedding， party，meal， etc.) ; invite sb to do sth

Then check their answers.

Step 4 Pair work

Let students use the phrases in activity 1a to make conversations between

parents and teenagers.First，get a pair of students to read the sample

conversations. Then students make their own conversations.

Step 5 Listening

1c, T： Nowlisten each item in activity to the conversation

1a they talk about.

between Sandy and her mom. Please check

Put a check mark in front of each phrase

you hear.

Play the recording，students only listen.

Play the 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 some

friends to the party. But she needs to do some preparation. She asks her

invite

mom to help her. And Dave is one of Sandy’s friends. 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 activity 1b.

Play the recording a third time. Ask students to write down the things the

three people are going to do. Pause the tape where necessary. Then check the

answers.

Step 6 Pair work

1e T ：Suppose you are having a party. Make a list of things you need to

Some things are already given. Write more things you need to do. Get students

do.

work in pairs and add more things to the list.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 Discussion

Say：Doing chores has advantages and disadvantages. What’ s your opinion? Ask 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 Reading

Say：Read the letters again and try to find out the phrases in2d.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 Homework

1.Finish the chart in 2c according to Ms. Miller 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 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基本的合作技能，或者合作意识淡薄，角色的落实不到位，或合作能力不强，合作精神不够。因此作为教师既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正调动起来。

第 4 课时 Section B 3a-Self Check

教学目标

一、知识与技能

1.复习巩固本单元重点词汇和句型。

2.培养学生的写作能力。

3.完成相关练习。

二、过程与方法

思考、探究、讨论、小组交流、合作。

三、情感态度与价值观

明确青少年做家务的理由和自己能做的家务，能感恩父母，体贴家人，养成坚持做家务的好习惯。

教学重点

复习巩固本单元重点词汇和句型。

教学难点

培养写作能力。

教法导航

让学生动脑思考，动笔写，动手练。

学法导航

独立思考，小组合作。

新人教版初二英语下册知识点归纳

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