八年级是学习英语的关键时期，这个阶段的学生活泼、好奇心和求知欲望强。比如像本课所涉及的有关健康的话题是他们之前从未接触过的，因此，他们渴望用英语来表达。另外，八年级学生的心理特点反映在学习英语的能力上，他们模仿和记忆的能力特别强。能灵活准确地模仿各种发音。八年级学生的记忆以具体形象记忆为主，并习惯于机械性记忆初中生理解和分析语言的能力相对来说较弱。在知识积累方面，学生已经掌握了一定的词汇和句型，对语言学习的热情也逐步增加。他们更感兴趣的是如何用英语来表述与现实生活息息相关的话题并寻求合理的解决办法。本课通过礼貌的提出要求与许可及回答，为本单元的学习做好了铺垫。活动设计的话题为谈论家务、对家务的看法、父母和孩子之间承担的家务、社交、休闲活动等生活的各个方面，各任务层层递进，与学生的生活紧密相连，同时又是学生感兴趣的内容，为表达提供了真实的材料，但是由于学生年龄和生活经验的限制，在谈论如何给合适的建议时，会遇到一定的困难。因此，在教学过程中，利用图片、肢体语言，给予学生直观的感受，创设真实的情境。除此之外，教师要给学生适时而恰当的鼓励。学生在课堂上的发言，教师都要尽力加以表扬，鼓励，多运用积极的鼓励性语言，如“Believe yourself !”,“Good”, “Well done!”等。对于学生在口语练习中出现的错误，不必有错就纠，有错必纠，使学生产生“跃跃欲试”的冲动,享受成功的喜悦。
我从学生特点出发，根据教学内容，设计了一个与学生生活贴近的任务，让学生在交流中合作完成角色扮的任务。这种亲身体验的方式把学生吸引到语言学习的交流活动中来，引起他们的注意力和学习爱好，因此学生交流参与会比较积极和成功。课堂教学是一个动态过程，根据学生知识的实际需要，随时做出富有创意的调整，将学生的体验有机地融入课堂中，并不断生成创造和加以运用，让学生在互动交流中获得独特的体验，在体验中感悟语言。因此在本节课中学生的体检较积极。
本堂课的不足之处： 1．本节英语课上我的讲解基本上还拘泥于教材的信息，而开放型的、能激发学生想象力与创造力和发散学生思维的课堂比例还较小。 2．课堂节奏把握的不好，前松后紧，口语练习时间较长。但是在听力材料的的处理上做得还不够好，听力之后应该让学生熟悉一下听力材料。
解决问题之方法 针对以上不足之处，我觉得今后在教学中应从以下几方面来进行提高： 首先，我们备课不仅仅要备教材，还要备学生。要根据学生英 语基础的实际情况，设计一些开放性的资料来提高课堂教学质量。当然这些我们自己设计的教学素材不能脱离教材本身。 其次，英语课堂上我们应及时有效获取学情反馈，有效地进行课前回顾，课堂小结等环节的落实。为有效地提高英语课堂教学效益，我们还可以制定科学的、操作性强的、激励性的英语学习效果评价制度，以便在课堂教学过程中做出针对性的调整。
Unit 3 Could you please clean your room?
Section A (1a-2d)
一. Teaching aims
Master the words and express: rubbish, fold, sweep, floor, mess, take out the rubbish.
Train and develop students’ listening and speaking ability.
Emotion aims: Develop students’ habits to help parents do housework at home.
二. Teaching key aims
(1) Words and expressions:
(2) Train and develop the students’ listening and speaking ability.
And how to make polite requests and ask for permission.
三. Teaching difficult aims
Understand the listening text and improve their listening and speaking skills.
四. Teaching procedures
Step 1. Warming up
1. Show a video to students about parents’ love.
2. Play a guessing game
Give some pictures and cover part of them. Let students guess what they are doing.
Step 2. Presentation
1. Show a picture of learning goals on the screen ,at the same time show new words which appear in this lesson. Next teach them how to read.
2. Let students do 1a individually. Then check the answers by asking a students to say out the answers.
Step 3 Listening
Listen to the recording about Peter and his mother. First listen what chores Peter can do. Then check the answers by a student, finally together.
2.Listen again. What chores can Peter’s mother do?
3.Do a report using the information, like:
Peter can___ and Peter’s mother can ____.
4.Listen the third time. When Peter’s mother lets him help do some chores, his mother how to request and Tom how to answer. Fill in blanks.
Step4.Pairwork
1c. Make conversations with your partners. Use the information in 1b .Give them an example:
A:Could you please_____?
B:Sure/All right/No problem
Sorry, I can’t. I have to/need to____.
Step5.listening
2a.Listen.Peter asks his father if he can do four things. What does his father say? Check yes or no.
2b. Listen again. Why does Peter’s father say “no”? Draw lines to the reasons in the chart in 2a.
Listen the third time. When Peter asks for his father’s permission, how to express and his father how to answer him?
Step 6.Groupwork
1.Divide the class into some groups, in each group there are four students.
2.Practice target language in groups, then let students present their conversations.
Step7. Homework
Blackboard design:
Unit 3 Could you please clean your room?
Section A(1a-2d)
rubbish fold sweep floor
mess sweep the floor
A:Could you please sweep the floor?
B:Yes, sure. Can you do the dishes?
A:Well, could you please do them? I’m going to clean the living room.
B:No problem.
