人教版课标初中英语八年级八年级上Unit11Couldyoupleasecleanyourroom?必修作业模版内容1．教学设计学科名称2．所在班级情况，学生特点分析3．教学内容分析4．教学目标5．教学难点分析6．教学课时7．教学过程8．课堂练习9．作业安排10．附录（教学资料及资源）11．自我问答Unit11Couldyoupleasecleanyourroom?（初中英语八年级）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"forpoliterequests2."Could"forpermission.3."Make"versus"do"课前准备：1.教学器材：Recorder;tape,computer,pictures,acourseware,handout,etc.2.教学课件：Cartoonpictures;FlashonPC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：dothedishes;sweepthefloor;takeoutthetrash;makethebed;foldtheclothes;dothelaundry;cleanthelivingroom;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"forpoliterequests"Could"forpermission.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：buysomedrinksandsnacks;borrowsomemoney;invitemyfriends4.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。toaparty;gotothestore;useyourCDplayer;etc.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。教学过程设计：TaskOne:TalkaboutchoresGoal：LearntheexpressionsofdailychoresbymeansofdiscussionStep1.Brainstorm:Whatchoresdoyouhaveathome?Whooftendoesthechores?Howoftendoyourfamilydothem?(Askafewstudentstoanswerthequestionorally.)Step2.Doyoudothesechoresathome:SectionA:1aStep3.Helpthestudentsformthegroupsofthreepeopleandmakesureoneisthekid,theothertwoaremotherandfather.ChoresWhoHowoftendothedishesmothereverydaycookfathertwiceamonth⋯⋯⋯⋯⋯⋯⋯⋯⋯Step4.Askthe"kid"ineachgrouptofillinthechartaccordingtotherealsituationinhisorherhome.Step5.Isitfairforeveryoneinthefamily?Trytorole-playthediscussioningroups.E.g.Kid:Couldyoupleasecooktwiceaweek,dad?Momistootired.Sheneedshelp.Father:Sure.Butcouldyouwashyourownclothes?Kid:Sorry,Ican't.Idon'thavetoomuchtime.TaskTwo:MakepoliterequestsandaskforpermissionGoal:LearnthestructuresofmakingrequestsandaskingforpermissionbymeansoflisteningStep1.Brainstorm:Whatkindofdifficultieswillaperson,whoishurtatschool?(Writethestudents'ideasontheboard)Step2.Listentothetape,tryingtofollowthestructuresinit:SectionA:1b;2a&2bStep3.AskastudenttopretendJackwhowashurt,andtellhimtoaskforhelpsfromhisclassmatesinthefront.Therestoftheclasstrytogivehimdifferentanswers.E.g.---Maria,couldyoupleasemovethechairforme?---Sure,I'dloveto.---Annie,couldyoupleasehelpmetakeEnglishnotes?---Sorry,Ican't.Ihavetogototheteacher'sofficefirst.Icanhelpyoulater.TaskThree:Expressdailychoresinshortpassagesbymeansoftalking,readingandwriting.Goal:HavetheabilityofexpressingdailychoresnotonlyorallybutalsoinwrittenEnglish.Step1.Helpthestudentsformgroupsofthree.Step2.Role-playtheconversationsingroups.Step3.Presentsomeconversationstotheclass.E.g.Tom:CouldIhaveanicecream?Father/Mother:⋯Tom:CouldItakethesmallplanethere?Father/Mother...
