人教新目标(Go for it)版八年级下册Unit 3 Could you please clean your room Section B 1a—1e 教学设计（表格式）

教学设计
课程基本信息
学科 英语 年级 八年级 学期 春季
课题 Unit3 Could you please clean your room (period 4)
教学目标
1. 学生能运用Could I… Could you… 两个句型来提出要求和征求意见，以及运用学过的语言结构来回答以上两个提问（e.g. Sure./Sorry, I can’t.）。 2. 学生能正确理解make requests和ask for permission之间的区别。 3. 学生能通过文本分析，反思自身在家庭中应该承担的责任，并养成正确的生活习惯。
教学内容
教学重点： 1. 学生能灵活地运用所学的句型来进行征求意见和提出要求的问答。
教学难点： 1. 在第一个环节中充分理解teenagers/ask for permission和parents和make request 的关系。 2. 让学生有意识地去发展良好的生活习惯，并了解自己地家庭责任。
教学过程
Step 1 Warm-up Melody’s requests T Shows the requests in the class. Download the handout and print it out. Get your English book ready. Could you think actively [设计意图]通过提出老师的课堂要求，让学生感受request的内涵，引出对requests from parents的讨论。 Step 2 Pre-listening Requests from parents T asks Ss to talk about the requests from their parents. Ask for permission T asks Ss to talk about the things they need to ask for their parents’ permission. Teenagers or parents(1a) T asks Ss to read the phrases in 1a. Write teenagers or parents next to each phrase. When talking about the first one, T explains the meaning of snacks. (The food we usually eat between meals.) Pair work(1b) T asks Ss to work in pairs, use the phrases in 1a to talk with each other. Before that, T shall lead Ss to answer: How to make request How to ask for permission 引出Could you 和Could I。 [设计意图]从老师的requests，到父母的requests，再到孩子们自己需要征求意见的活动，充分在进入1a的活动前，让学生感知并区分这两个概念。在通过对snacks定义的讨论，培养学生的英语思维。利用pair work，来对目标语言进行初步的操练，为听力活动做准备。 Step 3 While-listening Picture-reading T shows the picture of Sandy and her mother. Q: What are they doing Maybe they’re making snacks. Let’s listen Listen to the first part of the conversation and answer the questions.(先听前面一小段到 um为止) Q1: What is Sandy going to do Q2: Does her mom give permission Let’s predict What will Sandy ask her mom’s permission for What will Sandy’s mother ask her to do Listen and check(1c) T asks Ss to listen to the whole conversation and check the things they hear in 1a. Listen and fill the chart Listen to the conversation again and find out that they are really going to do. (听前读表时引导学生注意新出场的人物Dave；并且渗透听力策略) After checking the answers, T asks Ss to listen to the last sentence and find out who Dave is. And why [设计意图] 通过仔细读图提取图片信息，运用所学的新的词汇。 通过听前面一小部分的听力，让学生初步了解对话内容和对话背景。 了解对话的背景后，引导学生进行猜测讨论，预测接下去的听力内容。 听前读表时需要关注的点为Dave，因为这个人物我们之前没有讨论到过。 让学生通过听力重点关注Dave这个人物，并猜测他与Sandy的关系。 Step 4 Post-listening Text analysis Q1: How does Sandy ask for permission Q2: How does Mom make requests Q5: Look at this sentence “I cleaned it last week”. Does she really want to clean her room Listen and imitate To learn about the liaison. （听音感受-总结规律-寻找类似-积极操练） To feel the feelings behind the funny words. Make a conversation Work in pairs and choose one situation and make up a conversation. After the party, the room is in a mess. Sandy and her mum are going to clean the room. If you are going to have a party, you need to ask your partner for help. [设计意图] 通过对话文本分析，让学生熟悉对话文本的结构，并引导学生思考更多的类似的语言表达，为后面的输出活动做好语言的铺垫。 通过连读和语言情绪的分析，提升学生的语音和语调，以及语气和语速，全方位地提升学生的口语能力。 通过情境迁移，让学生进行续编对话，并给出评价量表，给学生的输出活动提供建议和要求。 通过同伴合作及评价量表的设置，引导学生在输出活动中认真倾听，并根据学生表现给出自己的评价。 Step 5 Homework (For all) Listen and imitate the dialogue for three times. Help your parents to do more housework. (Optional) Write down the complete conversation you make up. [设计意图]分层布置作业，学生根据自己的能力进行选择，巩固课堂内容的同时进行拓展。