课件23张PPT。Section A
(1a-2c)Unit 3What do you usually do at home?do homeworkwatch TVsleeplisten to musicread some booksDo you often help your parents do the housework?What do you often do to help your parents?Look at these chores .n.杂事do the dishestake out the rubbishfold the clothessweep the floormake the bedclean the living room1aDo you do these chores at home? Discuss them with your partner. 1. do the dishes
2. take out the rubbish
3. fold your clothes
4. sweep the floor
5. make your bed
6. clean the living roomMemory Testdo the dishestake out the rubbishmake the bedfold the clothes clean the living roomListen. Who will do these chores? Check ( ) Peter’s mother or Peter.1b√√√√√√Make conversations about the chores in 1a.Pair workA: 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.A: Could you please sweep the floor?
B: Sure. / Sorry, I can’t.Let's talk!Could you please …?■do the dishes
■ sweep the floor
■ take out the rubbish
■ make the bed
■ fold the clothes
■ clean the living room A: Could you please take out the rubbish?
B: Sure. /All right./ No problem.
Sorry, I can’t. I have to…Listen. Peter asks his father if he can do four things. What does his father say? Check (√) yes or no.2a√√√√Listen again. Why does Peter’s father say “no”? Draw lines to the reasons in the chart in 2a.2b√√√√2cPair work Could you please …?
do the dishes
sweep the floor
take out the rubbish
make your bed
fold your clothes
clean the living room
open the door --- Could you please …?
--- Yes. / Sorry, …HomeworkHelp your parents do the houseworkEveryday EnglishWhere there is a will, there is a way.有志者事竟成。教学反思
本次我讲所的人教版八年级下册三单元A部分第一课时的课程。备课过程中，我认为在初中阶段的英语教学中，初二年级的分化现象往往十分突出，直接影响着学生在整个中学阶段的英语成绩，同时也阻碍了初中英语教学质量的提高。因此，如何防止分化，大面积提高教学质量，使学生在初中阶段获得较好的成绩，是我们英语教师值得研究讨论并着手解决的问题。
一、及时帮助，以防为主
初中英语的教学重点是基础知识和基本技能，因此教学应面向全体同学，争取做到人人基本达标。在教学过程中学生学习出现差距是不可避免的。一旦出现，就应该及时找学生谈，分析他们掉队的原因，动之以情，晓之以理，使学生从思想上认识到学习外语的重要性。同时给予学习方法的指导，耐心帮助他们补习功课。对于一些有可能掉队的学生，及早指出，说明掉队的严重后果，做到防患于未然。
本次课件没有很好的突出面向不同层次的学生，在组织学生活动时未能及时展示一些相关图片，造成学生空想，难度大。
二、讲究教法，因材施教
外语教学和其他学科一样，有严谨的系统性和连贯性。学生在初一阶段所获得的语言技能，能否在初二年级得到继续发展，是防止分化的又一个问题。这就给教师提出了更高的要求，即力求把教学搞“实”、搞“活”。所谓“实”就是讲究实际效果，把教学大纲化为具体的要求，落实到教和学上，对每课时的教学计划逐项落实。课堂上，少讲空话，多做实事，精讲多练，以学生为主；对每个单元进行考查、总结，分析存在问题，及时补遗，帮助学生过关。平时作业或测验得到好成绩或有进步的，一定在班上进行表扬，给予肯定；对作业错漏较多的当面批改，及时订正。所谓“活”就是侧重听说训练，把外语课由“讲演课”变成“实践课”。
本节课我设计部分流程过于机械化。1c可以更好的处理，可以让学生总结复述，让学生更好的掌握chore的不同形式。
三、激发动机，诱发兴趣
怎样激发学生的学习内在动力，使学生积极主动地学习，也是防止分化的一个重要方面。初二学生要是能听懂老师和同学说的英语，自己能用英语表达简单的思想，能读懂简易读物，他们就会感到有收获，兴趣就会产生，所以每堂课都注意让学生有练的内容，有练的时间。每次练习五分钟左右，费时不多收获较大。另外，给学生留同步阅读训练作业，以开阔学生眼界。
本节课我设计的活动，没有留给学生足够多的时间，时间分配不太合理，学生之间进行的对话以及展示太少。下一步应该着重加强。
总之，在各位同事的点拨指正下，我认识到了我在英语教学中还有许多不足之处。下一步我将更加认真的投入到教学中去，全方位，多角度，深层次的提升自己的教学水平和业务能力！
Step I Lead-in
T:. Do you often help your parents do the chores at home? 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.
T: Do you understand? Talk about it with your partner.
Step II Presentation of new words (Section A: 1a)
Call attention to the picture on page 65.
T: Look at the picture. What can you see?
S: It is house. (living room)
S: Many dishes.
S: The dustbin is full.
S: The floor is dirty.
S: ...
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; do the laundry; take out the trash; fold the clothes
Then 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 of paper. Then check each chore you do at home. The one who check the most chores will be the best helper at home.
Step III Presentation of new fun_ction
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?
Ss: The second one.
T: Yes. We should say “Could you please do the chores?” instead of other ways because it sounds very polite.
Write “Could you please ...?” on the Bb.
Step IV Pairwork (Section A: 1c)
T: In the picture, the mom askes 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 activity 1c.
Then students make their own conversations.
Call several pairs to demonstrate their conversations to the class.
Step V Listening (Section A: 1b)
This step gives some listening practice with the target language (the verb phrase and the structure “Could you please ...?”).
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 Mom does; the second time, focus on the chores Peter does. Then check the answers.
Step VI Groupwork
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 the chairs, clean the windows, clean the blackboard, turn off the lights, take down the old pictures, put up the new pictures, sweep the floor
A few minutes later, call several groups to show their conversations.
