1、初中英語八年級下Unit3SectionA（1a-2c）人教2011課標版Unit3SectionA（1a-2c）一、教學目標知識目標1、掌握課標要求的“四會”詞匯：rubbish，fold,sweep,flood.2、掌握動詞短語：dothedishes,takeouttherubbish,foldyourclothes,sweepthefloor,makeyourbed,cleanthelivingroom,getaride,gooutfordinner,stayoutlate.3、能夠靈活使用目標語“Couldyouplease?”“CouldI？”委婉地提出請求，征求別人的許可。能力目

2、標提高學生于他人溝通交流的能力。情感目標培養(yǎng)學生為父母分擔家務(wù)的習慣。二、教學重點Studentsareabletomakepoliterequestsandaskforpermissions.三、教學難點Studentscancommunicatewithothersusingthekeyvocabulariesandthetargetlanguageslearntinthisclassineverysituation.四、教學設(shè)計Step1Lead-inGreetthestudentsandsay:Iwasverybusywithhouseworklastweekend.Canyougue

3、sswhatIdid?(Showsomepicturestohelpstudentsanswerthequestion:washtheclothes,watertheflowers,andwashthecar)Step2Presentation1、Showmorepicturesonthescreentohelpstudentslearnthenewswords:rubbish,fold,sweep,floor.2、Showmorepicturesonthescreenaboutdoingthechores.Letstudentsguessspeakoutthechores(dothedish

4、es,takeouttherubbish,foldyourclothes,sweepthefloor,makeyourbed,cleanthelivingroom)andlearnthephrases.Step3Discussion1、Askstudents“Doyouhelpwithhouseworkathome?”“Whathouseworkdoyoudo?”2、Tellstudents“Iamsobusy,couldyoupleasedothedishes?”Guidethestudentsanswerthequestions.Addmoresituations.3、Studentswo

5、rkinpairs,askwhetherheorshelikedoingsomechores.Ifnot,askanotherpeopleforhelp.(HelpthemmakepoliterequestsbytargetIanguagesCouldyouplease?”andCouldyou?”)4、Teacher-to-studentconversations.5、Student-tostudentconversations.Step4Listening1b1、Readthephrasesin1b.2、Platythevideothefirsttime.whowilldothechore

6、s?Check(V)Peter'smotherorPeter.3、Askstudentstogivetheiranswers.4、Playthevideoagainandchecktheanswers.Step5Groupwork1、Makeconversationsaboutthechoresin1a.(Showsomepicturesandgivesomekeywordsandtargetlanguagestohelpthemmakeconversations.)-Couldyouplease?/Canyou?-Sure./Noproblem./Ofcourse./I'dl

7、iketo.(肯定回答)-Sorry./I'liketo,butIhaveto/must(否定回答)2、Asktwoorfourstudentstomakeconversations.Step6SummaryMakepoliterequests-Couldyouplease?/CanI?-Yes,sure./Allright./Noproblem./Certainly.-Sorry,Ican't.Ihavetodo-Sorry,Ican't.IamdoingStep7Listening2a1、Learnthephrasesin2a.(gooutfordinner,got

8、othemovies,studyoutlate,getaride).Andreadthesentences.2、Listen.Peteraskshisfatherifhecandofourthings.Whatdoeshisfathersay?CheckC)yesorno.2b1、Listenagain.Whydoespeter'sfather“no”?Drawlinestothereasonsinthechartin2a.2、Checktheanswers.Step8Groupwork2c1、Readtheconversationin2c.2、Showsomepicturesandg

9、ivesomekeywordsandtargetlanguetohelpthemtomakeconversations.Step9SummaryAskforpermission-CouldIuseyour？-Sorry.I'mgoingto-Well,couldI？-Yes,youcan.But-No,youcan't教學反思綜觀我授課過程和學生在課堂上的表現(xiàn)，我在此做以下反思：學生方面1、學生對英語學習缺乏興趣、自信心和學習動力，缺少主動發(fā)言的熱情或根本不愿意發(fā)言。2、大部分學生基礎(chǔ)知識不牢固，英語聽、說能力較閱讀能力弱，以至于在課堂上不積極參與發(fā)言或怯于發(fā)言。相當一部分學生

10、在聽課時跟不上老師節(jié)奏或不能理解較快的指示語。本人授課方面1、本人從自己周末忙于家務(wù)一事和學生談?wù)撟约褐苣┰诩易黾覄?wù)的情況導(dǎo)入新課，激起學生學習興趣。2、學習新單詞的時候，操之過急，授課方式單調(diào)，檢測學生是否掌握時方式太簡，只抽檢了一名學生，過于倉促過多到下一步，并未立足于學生實際情況。3、學習做家務(wù)的動詞短語也是操之過急，不足之處同上。4、學習目標語“Couldyouplease”的時候也過于簡單，并未指導(dǎo)學生循序漸進學習目標語和答語，未指導(dǎo)學生對其進行反復(fù)操練。5、以上的第2、第3、和第4點的操之過急，很大程度上導(dǎo)致大部分學生在并未完全熟悉目標與的情況下進入下一學習過程，因此，大部分學生跟不上老師授課節(jié)奏。6、本人注意到了因本人操之過急，只顧自己“向前沖”，而不是立足于學生實際情況而導(dǎo)致的學生不熟悉學習目標內(nèi)容這一問題，因此本人在教學過程的總結(jié)里特意強化了目標語和句子的練習，以便學生加深記憶。當然，整節(jié)課因本人的操之過急，過渡倉促所造成的課堂效果已然不一