中小学教育资源及组卷应用平台
所在学校
学科（版本） 人教版新目标 年级 八年级下册
章节 Unit 3 Section A 1a-2c
课例名称 Could you please clean your room Period1(Section A 1a-2c)
教学环境 交互式白板
教学目标 1. 知识与能力：1) 能熟练运用以下短语：do the chores, do the dishes, make the bed, take out the rubbish, fold the clothes, sweep the floor, clean the living room. 2) 能熟练运用以下句型：① A:Could you please ... B:Sure. /Certainly./ All right./ No problem./ Yes, I'd love to. /...Sorry, I have to.../Sorry, I must.../ Sure, but.../...
② A: Could I ... B: Yes, you can./ Sure, that should be OK./...No, you can’t.2. 过程与方法：通过情景创设、合作探究、听说训练和交流展示等方式培训学生在轻松的氛围中学会礼貌的提出请求和征得许可。3. 情感态度价值观：在谈论“Chores”这一核心话题中学习礼貌交谈技巧，体谅并理解他人的情感在生活中待人处事能更好的把握分寸，培养学生爱劳动、分担家务的能力。
教学重点、难点措施 教学重点记住有关家务的动词短语，掌握could表示请求、允许的句型的用法。教学难点灵活运用Could you please … 和 Could I ... 谈论家务和学生喜爱的其他活动。措施教法：情景教学、任务型教学法。学法：自主探究、情景交流展示。
学情分析 本课时是一个情景交际的话题，有关家务琐事和家庭互助学生在情感上对此并不陌生，但是对家务琐事的表达以及对如何礼貌地提出要求，向别人征询许可会相对比较陌生。八年级学生程度不一，学生人数多，语言实践机会少，容易两极分化。因为与生活息息相关，而且学生活泼好动、可塑性大，在教学过程中，注意设置情境，倡导其积极参与，更好地激发学生的学习兴趣，提高课堂效率。所以学生应该在接受上不难。
教学资源使用 课件 音频 视频
教学过程
教学环节 教学活动 活动设计意图
教师活动 学生活动
谈话导入 Warm-up and lead-inGreeting.T: What do you usually do at home T: What do your parents usually do at home T: Your parents often cook dinner, clean the room and wash the clothes and so on. They do more chores every day. And I think you should do the chores often, too. Greeting.Ss: I often do my homework/watch TV/clean my room...Ss: They usually cook dinner/wash the clothes/...Learn the phrase “do the chores”(干家务) . 运用基础词汇句型，通过师生问答以旧引新，切入核心话题，自然进入新课
呈现新知 PresentationShow some pictures about chores one by one.T: What other chores do our parents usually do at home Guessing game. Show some pictures about chores very quickly one by one.Translate Chinese into English. T: What chores do your parents often do Brain storm. Have students finish the exercises with the expressions we have learned. Then check the answers.Work on 1aDo you often help parents do chores Please do a survey in groups. Then give a report in class.A: Do you often ______ B: Yes./No, I often ______.A: ...C: ... Learn the key phrases. Ss: Do the dishes/...Tell English phrases of each picture.Tell the answers.Ss: They usually ______(扫地/打扫客厅/...)Finish first and then tell the answers.① After getting up in the morning, you need to ________.② If there is lots of dust（灰尘） on the floor, you need to _______.③ ...Do a survey and then give a report. Report:×× folds his/her clothes ..., but he/she doesn't ... ×× makes his/her bed , but ... 在情境中，先利用图片帮助学生感知目标短语，Guessing game激发学习兴趣，汉译英加深理解，在Brain storm输入目标短语，为学生搭梯子，铺台阶，层层递进，符合学生认知规律，帮助学生掌握有效记忆和使用动词短语的方法，切入学习重点。在调查活动中巩固运用目标短语，为听说探究活动做铺垫。
创设情景,在听力训练中引出问题㈠ Work on 1bBefore listeningLet's look at the picture in 1a. T: If it is your room, do you like it T: Why This is Peter and this is Peter’s mother. Peter’s grandma is coming, but they have many chores to do.
T:Will Peter take out the rubbish？T:How did you know
T:Oh, you are so clever. Please check Peter. While listeningOkay. Please look at 1b. What chores will Peter or his motherdo Please check and Peter's mother or Peter. (Play the recording twice.)Check the answers.Have students listen and fill in the conversation in 1b, then check the answers together. Listen and watch the picture carefully.Ss: No.Ss: Because it’s so dirty.Ss: Yes.Ss: Peter, could you please take out the rubbish Sure, Mom.Listen and check Peter or Peter’s mother.1)Listen for the general idea of 1b first.2)Listen again and check in the chart.Check the answers.Listen and fill in the conversation in 1b, then check the answers. 利用1a中的脏乱差的图片，做好充分的听前情境铺垫，引起共鸣，激活学生已有的语言知识技能。呈现由易到难的听力任务，增强学生学习自信心。完成表格后再听一遍，用动词短语完成对话，输出目标短语。学生通过完成听力任务，提升听力技能，感知理解提出请求的目标句型。
展开探究，主动建构㈠ Help to learn how to make polite requests and how to answer politely.
T:In 1b, Peter's mother wants him to take out the rubbish. What did she say
T:And Peter's mother wants him to make his bed and fold his clothes. What did she say Help to work out the rules: Learn how to make polite requests and how to answer politely.Ss:Could you please take out the rubbish Ss:Could you please make your bed and fold your clothes Work out the rules: A:Could you please... B:Sure. /Certainly./ All right./ No problem./ Yes, I'd love to. /...
B:Sorry, I have to.../Sorry, I must.../ Sorry, I need to.../ Sorry, I will.../Sure, but... 在教师的帮助下，自主探究听力材料中的提出礼貌请求的目标句型，理解句型含义，归纳句型结构及其肯定否定回答方式，切入重难点。
汇报对话展示交流㈠ Work on 1cAfter listeningLet’s pair work with the chores in 1a like the sample:A:-Could you please _________ B:-Yes, sure ! /...- Sorry, I can’t. I have to ____. Could you...A: ...Organize students to act out in pairs. Pair work. Ask and answer each other.Act out in pairs in class. 及时对话操练，输入句型，突破重难点。既为下一步输入征得允许的重难点句型打下基础，又能提升学生运用重难点句型的能力。
创设情景,在听力训练中引出问题㈡ Work on 2aBefore listeningT: Peter often helps his mom do the chores. But now he wants go out for dinner. He asks his father if he can do four things. Read “Peter wants to...”While listeningHave students listen and check “yes” or “no”. Play the recording twice.Organize students to check the answers.Work on 2bT: Peter wants to stay out late and get a ride. But his father says “no”. Listen and draw lines to the reasons in 2a. When you listen, please pay more attention to “Could I ... ”.Check the answers. Listen to the teacher carefully and then read “Peter wants to...”in 2a.The first time, listen for the main idea only. The second time, listen and check “yes” or “no”. Tell the answers.Listen, draw lines to the reasons in the chart in 2a. When listening, pay more attention to “Could I ... ”Check the answers. 承接上一环节，设置由易到难的听力任务，提升学生听力技能，在完成听力任务的过程中感知用于征得允许的重难点句型。
展开探究，主动建构㈡ Have students compare and tell the differences.Could you please... Could I ... Help to learn how to ask for permission and how to answer permission.T: Peter wants to go out for dinner, what did he say T: Peter wants to go to the movies, he said: Let’s work out the rules: Tell the differences:Could you please... (用于礼貌的提出请求)Could I ... （用于征得允许）Learn how to ask for permission and how to answer permission.Ss: Could I go out for dinner Ss: Could I go to the movies Work out the rules:A: Could I... B:Yes, you can./ Sure, that should be OK./... B: No, you can’t. 通过感知、对比、理解帮助学生探究两种重难点句型的结构差异和语用功能差异，培训学生自主探究能力和总结能力，突破难点。
汇报对话展示交流㈡ Work on 2cAfter listeningHave students make different conversations between Peter and his father, then act out in pairs in class.A: Could I... B:Yes, you can./ Sure, that should be OK./... B: No, you can’t. Practice and then act out conversations between Peter and his father in pairs in class. 对话练习，巩固句型，为下一环节输出目标句型奠定基础。既提升学生的口语水平，又培训学生的自主合作能力。
深化拓展，迁移运用 Learn by using. T: Tomorrow is Peter’s mother's birthday. Peter's father wants to give her a clean and tidyhome.But there are too many choices. He can't finish them alone.What should he do Please talk about these chores with “Could you please... ” and “Could I... ” in pairs.Father: Peter, tomorrow is your mother's birthday. Let's give her a clean and tidy home. Could you please...Peter: ...Father: ...Peter: ...Father: ......Organize students to act out in pairs. Listen to the teacher carefully and then pair work like the sample.Father: Peter, tomorrow is your mother's birthday. Let's give her a clean and tidy home. Could you please...Peter: ...Father: ...Peter: ...Father: ......Act out in pairs in class. 紧扣单元话题，结合本课时主线创设情境，输出目标短语、句型，突破重难点。只确定话题，提供主要句型但不固定对话框架，既保证不脱离重难点学习内容，充分调动学生的积极性，又为学生灵活运用语言提供了各种可能性。同时，渗透情感教育，为下一课时Section A后续部分学习做好铺垫。
总结归纳 What key phrases have we learned How to make polite requests How to ask for permission How to answer Do the dishes/...Could you please... Could I ... ... 回顾本课知识，进行再一次梳理。
作业 1.理解记忆本课时新学的短语和句型。(全体学生完成)2.把本节课练习的Peter爸爸和peter分工做家务的对话写下来。（A, B层学生完成） 分层布置紧扣重难点的作业，尊重个体差异，巩固学习成果，为教师判断学生的学习效果提供依据。
板书设计 帮助学生对本课时的学习重难点内容一目了然。
课后反思：
本节课优点:
本节课的设计体现了任务型教学的特点，使每一位学生都参加到学活动当中，同时整个任务链的设计符合学生认知规律，各个层次的学生都能够学有所获。各环节紧扣本课时的重难点学习内容，注重激发学生的学习兴趣，培养学生的听说能力和自主探究学习能力，完全符合第三师“创设开放式教学情景，构建体验性教学模式”的课堂教学理念。
教师根据学生实际注重听前铺垫，听力活动设计环环相扣，由易至难逐层递进，注重方法指导，可以有效地提升学生的听力技能。 把听力材料作为学习材料，在听的过程中，培训学生的自主探究学习能力，提炼出本单元的重点语法句型，充分体现学生的主体地位.
拓展运用环节，自主学习和合作学习相结合，学以致用，把本课学习的重难点内容全部融入到任务中，使学生在完成任务的同时，既全面复习本课时的重难点知识，又可以灵活的使用目标语言。
缺点及改进措施：
由于在我所在的南疆边远团场学校学生的认知水平和个体差异较大，在面对不同的学生群体，我应该在以下几个环节灵活调整。
导入环节和新知呈现环节的设计非常细化，对于学习有较大困难的学生来说，非常适用。如果学生的接受能力强，教师可以变换课堂教学的节奏。
完成1b中的听力表格以后，再听一遍并用本课时的目标动词短语补全对话，有一定的难度，可供教师灵活处理。
拓展运用环节，如果所教学生英语基础太薄弱，教师可以给出对话练习的语言支架，在稍具灵活性的前提下，降低难度。
Chores Mom Peter
do the dishes √
sweep the floor √
take out the trash √
make the bed √
fold the clothes √
clean the living room √
chores Peter wants to…
clean the living room fold the clothes watch TV
take out the rubbish sweep the floor play computer games
make the bed clean the … go to the movies
do the dishes … go out…
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人教新目标英语
Unit 3 Could you please clean your room
Section A Period 1(1a-2c) P17-P18
do the dishes
洗餐具
take out the rubbish
扔垃圾
-What chores(家务、杂务) do your parents usually do at
home
-They usually ________.
fold the clothes
叠衣服
clean the living room
打扫客厅
-What chores(家务、杂务) do your parents usually do at
home
-They usually ________.
sweep the floor
扫地
make the bed
整理床铺
-What chores(家务、杂务) do your parents usually do at
home
-They usually ________.
do the dishes
take out the rubbish
sweep the floor
clean the living room
make the bed
fold the clothes
Guessing game
-What chores(家务、杂务) do your parents usually do at
home
-They usually
make the bed
do the dishes
take out the rubbish
sweep the floor
clean the living room
fold the clothes
*洗碗
*丢垃圾
*扫地
*整理床铺
*叠衣服
*打扫客厅
-What chores(家务、杂务) do your parents usually do at
home
-They usually ________.
1. After getting up in the morning,
you need to _________________.
2. If there is lots of dust（灰尘） on the floor, you need to ________________.
3. If the living room is dirty, you will ___________________.
make the bed
clean the living room
Brain storm
sweep the floor
4. After dinner, you will help to___________.
5. When the washed clothes are dry(晒干的), you need to _______________ .
6. If the dustbin（垃圾桶） is full, you have to _______________.
do the dishes
fold the clothes
take out the rubbish
Brain storm
1a. Do you often do these chores Discuss in groups, then have a report.
A:Do you often ...at home
B:Yes /No. I ...
A: ...
C: ...
A: ...
D: ...
do the dishes
take out the rubbish
fold the clothes
sweep the floor
clean the living room
make your bed
Report:
×× folds his/her clothes ..., but he/she doesn't ...
×× makes his/her bed ,but.....
Listen. Who will do these chores Check Peter’s mother or Peter.
Chores Peter’s mother Peter
do the dishes
sweep the floor
take out the rubbish
make the bed
fold the clothes
clean the living room
√
√
√
√
√
√
P17 1b
Will Peter take out the rubbish How did you know
A: Peter, we need to clean the house.
Your grandma is coming over at seven.
B: Sure. But I need to _______________ first.
A:Okay, then after you finish your homework,
let's clean up the kitchen. I can
____________ and _____________ . Could
you please _________________
B:Sure, mom.
A:Good. And could you please ____________
and _______________
B:All right.
A: And let's see I have to _________________
before your grandma arrives.
do my homework
do the dishes
sweep the floor
take out the rubbish
make your bed
fold your clothes
clean the living room
Listen to 1b again, and fill in the blanks.
Let 's learn!
How to make polite requests.
（如何提出礼貌的要求）
1.Could you please take out the
rubbish
2.Could you please make your bed
and fold your clothes
2.Could you please
Could you please
A:-Could you please _________________
B:-Yes, sure !
/All right!
/ No problem!
-Sorry, I can’t. I am going to _____________.
How to reply
（回答礼貌的请求）
/Yes, certainly!
/Yes, I’d love to.)
take out the rubbish
do my homework
do the dishes
- Sorry, I can’t. I have to _______________.
1c Pairwork(两人一组，练习对话)
do the dishes, wash the clothes, make the bed, fold the clothes, clean the living room,
take out the rubbish, …
Peter asks his father if he can do four things.
P18 2a
Could I…
Listen. Peter asks his father if he can do four things. What does his father say Check (√) “yes” or “no”.
Peter wants to… Peter’s father says…
go out for dinner yes no
go to the movies yes no
stay out late yes no
get a ride yes no
√
√
√
√
P182a
Could I…
Could you please…
Peter wants to… Peter’s father says… His father’s reasons
go out for dinner. ___Yes ___No I have to do some work
go to the movies ___Yes ___No You have to clean your room
stay out late ___Yes ___ No I need to eat breakfast.
get a ride ___Yes ___No You have a
basketball game
Listen again. Why does Peter’s father say “no” Draw lines to the reasons in the chart in 2a.
P18 2b
√
√
√
√
1. Could you please make your bed
2. Could I go out for dinner with friends
together
Compare
*Could you (please) do... 用于礼貌地提出要求
*Could I do... 用于礼貌地征询许可
How to ask for permission.
（如何礼貌地请求许可）
A: Could I go out for dinner(我可以...吗)？
Could I
B:Yes, you can./Sure, that should be OK./ Certainly./…
No, you can’t. You have to clean the living
room.
Learn by using
(学以致用)
Task任务: Peter妈妈生日马上要到了，Peter的爸爸打算给Peter的妈妈一个干净整齐的家。
两人一组：请运用Could you please…？句型和Could I... ，礼貌分工，做好卫生。
Father: Peter, tomorrow is your mother's
birthday. Let's give her a clean and tidy home. Could you please...
Peter: ...
Father: ...
Peter: ...
...
Peter wants to…
clean the living room fold the clothes watch TV
take out the rubbish sweep the floor play computer games
make the bed clean the … go to the movies
do the dishes … go out…
chores
整理床铺
洗碗
倒垃圾
打扫地板
打扫客厅
叠衣服
1. chores
Could you please
2.如何提出委婉礼貌的请求
Yes, Sure. / No problem.
Sorry, I can’t. I have to…
Summary(总结)
3. 如何请求许可
A: Could I go out for dinner(我可以...吗)？
B:Yes, you can./Sure, that should be OK./ Certainly./…
No, you can’t. You have to clean the living room.
do the dishes
take out the rubbish
sweep the floor
make the bed
fold the clothes
clean the living room
Homework(作业)
1.理解记忆本课时新学的短语和句型。
2.把本节课练习的Peter爸爸和peter分工做家务的对话写下来。
Thank you！
谢谢
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