八年级英语Could you please clean your room教案(1)新课标 人教版.doc

Could you please clean your room(1)
　　教学目标：
　　1． 学习谈论家务
　　2． 提出请求；申请许可
　　3． 能够口头或书面描述日常活动
　　情感目标：
　　培养学生热爱劳动，帮助他人的传统美德。
　　教学重点和难点：
　　1． "Could " for polite requests
　　2． "Could" for permission．
　　3． "Make" versus "do"　　
　　课前准备：
　　1． 教学器材：Recorder; tape, computer, pictures, a courseware, handout, etc．
　　2． 教学课件：Cartoon pictures; Flash on PC
　　教学设计：

学习内容
学生活动
教师活动
表示做家务的动词及短语：do the dishes; sweep the floor; take out the trash; make the bed; fold the clothes; do the laundry; clean the living room; etc．
1． 通过对话过程了解、体会,并最终掌握日常家务、杂物的表达法。
引导、启发、教授需学内容。
2． 提出请求；申请许可：
"Could " for polite requests
  "Could" for permission．
2． 通过听录音、回答问题，了解、体会并最终掌握句型。
放录音；启发、提示问题及答语。
3． 阅读→迁移→辨析make及do（读、写、文化差异）。
阅读短文→迁移前面听力感应→辨析文中所缺行为动作make及do→填入适当动词并使之形成一篇完整文段。
3． 引导、提示动词辨析；带 读课文或放录音。提示文化差异。
能够用口头或书面描述日常活动及家务：buy some drinks and snacks; borrow some money; invite my friends to a party; go to the store; use your CD player; etc．
4． 利用本单元所学日常活动及做家务的动词和短语，就图片或文字所提供的信息进行讨论。可发散思   维，或用学过的知识，或    用课外知识，扩展话题。
之后，整理词语，写成文段。
4． 检查学生讨论图片或文字的情况——句型、短语、动词形式是否正确；指导并落实学生写作情况。
　　教学过程设计：
　　Task One: Talk about chores
　　Goal：Learn the expressions of daily chores by means of discussion
　　Step 1． Brainstorm: What chores do you have at home? Who often does the chores?
　　How often do your family do them? （Ask a few students to answer the question orally．）
　　Step 2． Do you do these chores at home: Section A: 1a
　　Step 3． Help the students form the groups of three people and make sure one is the kid, the other two are mother and father．
Chores
Who
How often
do the dishes
mother
every day
cook
father
twice a month
…
…
…
…
…
…
…
…
…
　　Step 4． Ask the "kid" in each group to fill in the chart according to the real situation in his or her home．
　　Step 5． Is it fair for everyone in the family? Try to role-play the discussion in groups．
　　E．g． Kid: Could you please cook twice a week, dad? Mom is too tired． She needs help．
　　Father: Sure． But could you wash your own clothes?
　　Kid: Sorry, I can't． I don't have too much time．
　　Task Two: Make polite requests and ask for permission
　　Goal: Learn the structures of making requests and asking for permission by means of listening
　　Step 1． Brainstorm: What kind of difficulties will a person, who is hurt at school?
　　（Write the students' ideas on the board）
　　Step 2． Listen to the tape, trying to follow the structures in it: Section A: 1b; 2a & 2b
　　Step 3． Ask a student to pretend Jack who was hurt, and tell him to ask for helps from his classmates in the front． The rest of the class try to give him different answers．
　　E．g． --- Maria, could you please move the chair for me?
　　　　 ---Sure, I'd love to．   
　　　　 ---Annie, could you please help me take English notes?　
　　　　 ---Sorry, I can't． I have to go to the teacher's office first． I can help you later．
　　Task Three: Express daily chores in short passages by means of talking, reading and writing
　　Goal: Have the ability of expressing daily chores not only orally but also in written English
　　Step 1． Help the students form groups of three．
　　Step 2． Role-play the conversations in groups．
　　Step 3． Present some conversations to the class．
　　E．g． Tom: Could I have an ice cream?
　　Father/Mother: …
　　Tom: Could I take the small plane there?
　　Father/Mother: …
　　Step 4． Learn more expressions of daily chores by reading an e-mail, answer it and try to write a new one: Section B: 3a, 3b &3c．
　　教学点评与反思：
　　一、设计思路：      
　　课前讨论为任务一的完成做了铺垫。接着，通过听，了解句型，并初步掌握如何表达谈论家务，提出请求及申请许可。最后，学生又通过阅读进一步巩固本单元所学的句型，并通过迁移进行仿写，最后以自主写作为最终目标。这样，学生既学会了如何描述日常家务或活动，又可以学会发散思维，以扩展知识。同时，学生的口头及书面表达能力也可随之提高。
　　任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，通过完成这一系列任务，既使学生学会了如何表达日常家务，提出请求或申请许可；又渗透了对学生的教育：通过完成任务培养学生热爱劳动的美德。
　　二、课后反思：
　　不足之处：虽说课堂上以学生为主体了，但老师的主导作用也需体现：本节课教师启发的还不完全到位；激情不够。   
　　可取之处：全方位的训练了学生的听、说、读、写的能力，以及热爱劳动的情感教育。