八年级下册英语教案授课时间： 年 月 日课题Unit 3 Could you please clean your room? Section A (GF-4c)班级备课教师课型语法课课时3核心素养与思政渗透本课主要学习有关家务琐事与许可的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“实践创新”中的“劳动意识”一项，要求学生能够尊重劳动，具有积极的劳动态度和良好的劳动习惯，掌握一定的劳动技能，主动参加家务劳动通过本课学习，能够让学生懂得作为家庭的一份子，应该要分担一定的家务，以及外出野营之前要做好准备工作课标分析 新课标要求八年级学生能归纳学过的语法规则；能辨识和分析常见句式的结构特征；领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用教学目标语言能力能够在讨论做家务、为野营做准备等语境中准确理解和正确使用情态动词could礼貌地提出要求和委婉地获取许可；文化意识能够委婉地提出请求，或者接受与拒绝请求；思维品质能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究情态动词could两大功能运用的语言规律，提高思维的逻辑性和深刻性，加强语言表达的准确性；学习能力能够通过对could功能语言规律的探究，保持英语学习兴趣；通过小组合作，提升团队协作能力。
教材内容分析本课是一节语法课Grammar Focus是对语言点呈现明确，便于学生自探索及概括总结，相关语法练习活动层次分明，4a侧重对could句型不同功能的分辨及应答训练，帮助学生明确语言结构；4b侧重语篇交流层面下的用词及句型运用训练；4c将重点句型用于口语交际，训练学生对所学语言内容的实际运用能力重点掌握本部分出现的生词和词组，达到熟练运用的目标；正确使用Could you (please)…？句型的使用方法，完成语法练习难点 理解并运用所学的词汇及表达方式；正确使用本课语法要点学情分析经过前两课时的学习，学生对could的用法有了一定的认识，但对could的两大交际功能认识不深，通过语法教学进一步帮助学生梳理总结和辨析could的两大交际功能及合理应答第 页教 学 流 程设 计 教 学 过 程设 计 意 图学 生 活 动教 师 导 学Step 1. Revision.1. Ask and answer.Observe the pictures and make short conversations.Sa: Could you please...?Sb: Yes,sure.2. Make a summary.Step 2 Presentation. 1.Have a lookRead the sentences in Grammar Focus together and make a summary about the sentence patterns of giving advice.2.Read grammar focus and find out the sentences according to the questions.3.Make a conclusion.Step 3. Practice. 1. Work on 4a. Write R for requests and P for permission. Then match each one with the correct response. Make sure they can understand the differences between “borrow” and “lend”.2. Work on 4b.Fill in the blanks in the conversation. After checking the answer, act out the conversation.Sa: I hate to do chores.Sb: Well, I hate some chores too, but I like other chores.Sa: …3. Work on 4c.Work in groups. Make a list of things they need to do for a camping trip. Then discuss who will do them and complete the chart.Sa: Could you please bring a tent, Liu Chang?Sb: Sure. And could you please ...?Sc: Sorry, I can't. I have to...Step 4. Conclusion.Step 5. HomeworkLet Ss review what they have learnt according to the pictures.T: How to make polite requests?T: How much do you know “could”? let’s make a summary together. Guide Ss to fill in the blanks.Quick tips:在表示请求______ 和_______的疑问句中，常用_______代替can， 以表示_______、______或______的语气。
此时，______ (能/不能）把could 看作为can 的过去式Q1: Which sentence is asking for requests? Q2: Which sentence is asking for permission?Ask Ss to judge and match individually. Then let some Ss read the requests and their responses aloud to check the answers. Correct the mistakes and analyze the reason if necessary. Ask Ss to finish the conversation by themselves. Walk around the classroom and collect Ss’ mistakes. Guide Ss after checking answers. And then ask them to work in pairs to act out the conversation or make a conversation like that.T: If we will have a camping trip, what should we do before the trip? 4 minutes later, invite some groups to talk about their “to-do list”.T: In this lesson, we learnt a new way to make requests or ask for permissions. Now let’s make a summary about this. 对前两课所学的重要句型和短语进行了复习，同时又锻炼了学生的口语。
引导学生探索发现并归纳有关情态动词could两大功能的语言规律，锻炼其语言学习能力和自主探究能力总结之前，先请学生自行总结，再根据不同学生的总结进行补充进行补充、梳理、巩固练习针对题目进行解释，可以帮助层次稍差的学生快速领会教学目的再正式答题前，针对生词进行解释以便下一个步骤顺利进行将语法学习和运用放入具体的人物对话情境中，帮助学生体会could表委婉请求和征询许可功能所使用的场合，促进知识的内化和使用创设新的语境，促进语法知识的掌握和运用，提升学生思维的发散性和多样性，并给学生提供合作与展示的机会和平台总结之前，先请学生自行总结，再根据不同学生的总结进行补充、梳理、巩固练习板 书 设 计Unit 4 Why don’t you talk to your parents? (Section A 3a-3c)作 业 设 计Level AWrite a letter to your friend to ask him/her to take care of your house when you are on vacation.Level BWrite down the conversation your group make in 4c. Remember to be polite.教 学 反 思第 页。