Unit 3 Could you please clean the room Section A (3a) 教学设计（表格式）

Unit3 Could you please clean the room Section A (3a) 教学设计
教学设计
课题 Unit3 Could you please clean the room
课型 阅读课
教学内容分析 本单元是人教版八年级英语下册的第三单元,包括四个板块的内容(Section A,Grammar Focus, Section B, Self-Check),这一单元的四个大部分基本上都围绕着“chores”这一话题展开,语言技能和语言知识都是依据这一中心话题而没计的。要求学生学会用句型“Could you please.？”和“Could 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。教育学生如何与人礼貌的沟通,通过谈论家务,学做家务, 体会劳动的艰辛,从而理解并尊重父母为自己的付出,同时身体力行,帮助父母做力所能及的家务。 Section A 以图片及对话“—Peter,could you please take out the rubbish？—Sure, Mom.”引人本单元的话题。la是一个“结对子”活动,通过讨论在家做哪些家务活来引人本单元的重点短语;1b 让学生听一段对话录音,根据听到的内容选择Mom 和 Peter各做的家务活,帮助学生从听力材料中了解获取如何使用目标语言;lc是一个口头会话练习,指导学生如何结合图片用目标语言“Could you please...”进行对话;2a和2b是两个听力活动,通过听力训练帮助学生进一步了解目标语言的用法,学习如何使用句型“Could …？”和“Could you…”征求许可,提出请求;2c是在以上听力活动的基础上的口头练习,学生分角色扮演父亲和儿子,练习用目标语言委婉地提出请求;2d通过角色扮演的方式进一步练习目标语言委婉地提出请求;3a和3b就“who should do the housework”这一话题进行阅读训练;3c通过造句练习分辨动词和名词 。
学情分析 本课话题来自学生的生活经历,学生在初一已经学习了许多动词短语,为表达提供了语言基础,此外,学生已初步掌握了用祈使句和“Can you... ”“Can I... ”提出请求和建议,而且本文主要运用的是时态一般过去时，学生在七年下册学过去时态，这都为为本课的学习打下了基础。
学习目标 1. Understand the plot （情节）of the passage and try to find out the specific information by reading the passage carefully to train reading ability . 2. Learn to use three sentence patterns( 句式) by explaining and practicing .
重难点 1. Understand the plot （情节）of the passage and try to find out the specific information by reading the passage carefully to train reading ability . 2. Learn to use three sentence patterns( 句式) by explaining and practicing .
评价任务 1.同桌合作完成课文情节示意图（检测目标一） 2.独立完成老师设计的重点句法的填空练习题，检测重点句型（检测目标二）
教学评活动过程 环节一：Lead-in教师活动 Ask: Today our classroom is very clean and tidy, who cleaned it 2. Show a picture of a messy room, ask students these questions: 1）What can you see in the picture Is it clean and tidy What chores need to be done in this house Choose several students to answer them.学生活动 Ss: Answer teacher’s question. Chores need to be done in the room: Fold the clothes Wash the dishes Sweep the floor Take out the rubbish ...设计意图 激发学生兴趣，导入新课环节二：Look through the passage .教师活动 Ask students to look through the passage and find the answers to the two questions: 1. Why was Nancy’s mom angry with her 2. Did they solve the problem How do you know Choose two students to share their answers. Then check the answers : Because Nancy’s mom wanted her to take the dog out for a walk but she refused（拒绝）. Her mom thought she watched TV all the time and never help out around the house. Yes. She decided to do the housework to make the house clean and tidy again. She also say sorry to her mom and told her that she understood that they need to share the housework. 学生活动 Students look through the passage and find the answers . Students share their answers.设计意图 通过快速浏览课文，找出课文的“main idea”.环节三：Careful Reading教师活动 Ask students to read the passage carefully and find more details of the story.Then answer the following questions: 1. When did this happen 2. What was the first thing Nancy did when she got home 3. What did her mother want her to do 4. What was the result when neither Nancy nor her mother did any housework for a week 5. What did Nancy finally understand Five minutes later,ask students to show their answers. 学生活动 Read the passage carefully and find more details of the story.Then find the answers to these questions. Then show their answers.设计意图 通过引导学生在阅读中获取课文更多细节和信息，帮助学生更好地理解课文，为完成下一个教学环节做好铺垫 。 环节四：Finish the plot diagram of the story .教师活动 Ask students to read the story again and work in pairs to finish the plot of the story climax高潮 process过程 cause起因 ending结局 Then ask students: Do you agree with Nancy Should we need to do choices 学生活动 Read the story again and work in pairs to finish the plot of the story. Students share their answers with their classmates. Students talk about their own opinions freely.设计意图 通过分析课文中故事情节的发展过程，训练学生在阅读中获取关键信息，提高阅读能力。环节五：课文重点句型和短语解析教师活动 解析以下重难点句型和短语： 1. For one week, she did not do any housework and neither did I. “neither +助动词(be动词/情态动词/do)+主语”是倒装结构， 表示前面所述否定内容适用于另一人或物。 neither可用nor替换。 Practice: a) Chris was not at home and neither _________ his sister. b) My father can't swim and neither__________ I. c) Tom didn't believe a word she said, and neither _____the police. 2. The minute I sat down in front of the TV, my mom came over. the minute 意为“一……就……”,和as soon as 与 the moment的意思相同,通常用作连词引导时间状语从句。 例如:The minute the school is over, I will go back home。 我一放学就回家。 =I will go back home as soon as the school is over. =The moment the school is over, I will go back home. 3. I'm just as tired as you are. as...as 意为“像……一样”，通常用作 as+ 形容词/副词 as I am_________________(一样外向) Peter. He runs ________________(一样快) Liu Xiang.学生活动 Students listen carefully and the finish the exercises at the same time. Practice: a) Chris was not at home and neither _________ his sister. b) My father can't swim and neither__________ I. c) Tom didn't believe a word she said, and neither _____the police. I am_________________(一样外向) Peter. He runs ________________(一样快) Liu Xiang. 设计意图 帮助学生理解并掌握本节课的重要的句型和短语
板书设计 climax高潮 Unit3 Could you please clean the room Section A(3a) process过程 cause起因 ending结局 1,neither +助动词(be动词/情态动词/do)+主语 2.the minute 意为“一……就……”,=as soon as = the moment 3.as...as 意为“像……一样”，通常用作 as+ 形容词/副词 as
作业设计 Homework 复述3a文章。
教学反思与改进 本节课是阅读课，主要内容是让学生能够用情态动词could征询许可及礼貌地提出要求，学生较为熟练地应用与家庭生活及家务琐事相关的词汇及表达法、情感方面。主题与学生息息相关，教师应当充分利用话题内容引导学生探索、讨论家庭亲情及家庭义务的重要性，学生应对参与帮助父母做适当的家务持有积极的态度。在实施教学过程中、采用小组合作学习、任务型教学的方式。通过本节课，我取得一些成功经验，同时也反省了自己的不足。 一、比较成功的几点做法 1、教学设计比较紧凑，各环节衔接较自然。知识条理、系统化。 2、课件精心设计、创设情境、活动设计与学生的生活紧密相连、又是学生感兴趣的内容，学生具有强烈的好奇心、求知欲。能够激发学生的兴趣、不仅能更好地掌握所学的知识、而且把知识进行了拓展。 3、活动设计新颖、有效。课堂上我熟练运用各种阅读技巧，如：推测、略读、寻读、细读、思维导图等方法，掌握全文内容。从略读到分段精读文章。听、说、读、写。配合相关题目，由浅入深。倡导体验参与，使得学生在每个活动中想说、有话说。使活动参与的范围广、让学生通过感知、体验,实践、参与和合作等方式。解决问题并报告结果、共同完成学习任务。使学生在语课程的学习过程中不断体验进步与成功。在学习过程中进行情感和策略调整。以形成积极的学习态度、促进语言实际运用能力的提高。通过朗读赏析品味语言，引导学生逐步从表面感知、分析感悟、反思归纳、最后上升到初步领悟文章感彩。本课通过图片、略读、寻读、精读方式和回答问题、填空等不同的问题设置来引导学生对知识的主动探索，引发学生的课堂讨论，实现学生的高效学习，激发学生的创造思维。并学习了阅读技巧，通过阅读活动，渗透阅读技巧，培养学生的自学能力。并在语言运用环节设计让学生能够很好的运用目标语言来表达，通过谈论他们身边的家务事 来调动他们的积极性和创造性。并通过本课的学习让学生感恩父母，爱父母，爱家务。本课不仅调动了已会的同学，还让那些不会的同学有了更多更细心的学习机会， 激发了他们对英语学习的浓厚兴趣。这节课后，绝大部分学生能够掌握所学基础知识，并能自如地运用目标语言进行交际输出。 本节课目标基本达成，同时也有值得改进的地方。 二、不足的方面 1、一堂课下来，总体课堂气氛不够活跃。语言亲和力还是不够到位。而且不够精炼、今后在语言方面还是得多下功夫。 2、学生回答问题后评价比较单一。今后应注意评价语言的准确性和多样化。 3、由于课堂内容容量较大。设计的活动较多、时间上把握不是很好。 4、课堂评测部分试题设计单一。今后应注意试题多样化、可以选择开放性的题目、锻炼学生的语言表达能力、这样更有利于巩固新知。 总之，本节课我收获很大，我会吸取经验教训、多学习，多思考，力争每节课都是优质课。
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