山東八年級英語下冊Unit3Couldyoupleasecleanyourroom第3課時SectionB1a-2e教案新版人教新目標版

不耍小聰明，不作弊應當是我們學習的原則，也應當是我們做人的原則。這樣做的根基在于——相信自己，不僅相信自己現(xiàn)有的實力，也相信自己通過努力能夠取得的進步。Unit3Couldyoucleanroom第課時SectionB1a-2e教目一知與能1.掌新單詞和短語。2.在同的情境中正確、熟練地使用表示委婉請求的句型。3.培聽、說、讀、寫四項基本技能。二過與法觀看，感受，模仿，實踐。三情態(tài)與值認識到不僅在家庭中，在生活中的其他情況我們也要積極參加，勇于實踐。教重在不同的情境中正確、熟練地使用表示委婉請求的句型。教難培養(yǎng)聽、說、讀、寫四項基本技能。教導創(chuàng)設情境，實踐演練。學導通過聽說讀寫，獨立思考，小組合作完成學習任務，提高各項能力。教準圖片，多媒體。教過Step1GreetingsGreetthestudentsasusual.Step2PreparationT：WhenIwasateenager，parentsenaskedmetocleanmyroom.Sometimestheyaskedtobuysomethings.oftenaskmydaughtertotakeouttheWhatchoresdoparentsusuallyaskyoutodo?S1：Mymotherusuallymetobuysomefood.S2：Mymotheroftenasksmetomakemybed.S3：Myfatheralwaysasksmetocleanmybike.S4：Theyaskmetocleanmybedroom.T：Doyouaskyourparentsdoanything?Whatdoyouaskthemtodo?S1：Iaskmymothertomakebedforme.S2：Iaskmyfathertobuysomebooksforme....Step3PracticeT：Lookattheitems，B.Whatcanteenagersasktheirparentstodo?Whatdoparentsasktheirteenagersdo?Write“parents”or“teenagers”nexttoeachphrase.Askstudentstogothroughthephrasesfirst.Giveexplanationsaboutthekeywords.第頁共3頁誰把安逸當成幸福的花朵，那么等到結(jié)果時節(jié)，他只能望著空枝嘆息。如果缺少破土面出并與風雪拚搏的勇氣，種子的前途并不比落葉美妙一分。

不耍小聰明，不作弊應當是我們學習的原則，也應當是我們做人的原則。這樣做的根基在于——相信自己，不僅相信自己現(xiàn)有的實力，也相信自己通過努力能夠取得的進步。：someonewhoisbetween13and19yearsoldsnack：somethingeatenbetweenmealsborrow：borrowsthfromsblend：sthtosb/lendsbsthinvite：invitesbtosth(a，，mealetc.);invitetodosthThenchecktheiranswers.Step4PairworkLetstudentsthephrasesinactivity1atomakeconversationsbetweenandteenagers.First，getapairofstudentstoreadthesampleconversations.Thenstudentsmaketheirownconversations.Step5Listening1c,：NowlistentotheconversationbetweenSandyandhermom.Pleasecheckeachiteminactivity1atheytalkPutacheckmarkinfrontphraseyouhear.Playtherecording，studentsonlyPlaytherecordingsecondtime.Studentslistenandchecktheitems.Checktheanswerswiththewhole1d,T：FromtheconversationweknowSandywillholdaparty.Shewillinvitesomefriendstotheparty.Butsheneedstopreparation.Sheaskshermomtohelpher.AndDaveisoneofSandy’sfriends.Hewillalsodothepreparation.SowhatSandymomgoingtodo?WhatisSandygoingtodo?WhatareSandyandDavegoingtodo?Letlistenagainandfillinthechartinactivity1b.Playtherecordingthirdtime.studentstowritedownthethingsthethreepeoplearegoingtodo.Pausethetapewherenecessary.Thenchecktheanswers.Step6Pairwork1eT：Supposeyouarehavingparty.Makealistofthingsyouneedtodo.thingsarealreadygiven.Writemorethingsyouedtodo.Getstudentsworkinpairsandaddmorethingstothelist.ForexamplebuysomeCDs，decoratethewalls，makesomegifts...T：Nowmakeconversationsandaskyourpartnertodosomeofthethingsforyou.Thenasksomepairstodemonstratetheirconversations.Step7DiscussionSay：Doinghasadvantagesanddisadvantages.What’syouropinion?somestudentstoreporttheiropinion.say：SupposeyouareMs.Milleror，afterreadingthetwoletters，ingroupsdiscusstheadvantagesanddisadvantagesofdoingchores.Afterafew，asksomegroupstotheiropinions.Step8ReadingSay：Readthelettersagaintrytofindoutthephrasesin2d.Asksomestudentstotranslatethefirstandthenasktoworkinpairstowriteonesentencewitheachphrasetheletters.Thenstudentstoreport第頁共3頁誰把安逸當成幸福的花朵，那么等到結(jié)果時節(jié)，他只能望著空枝嘆息。如果缺少破土面出并與風雪拚搏的勇氣，種子的前途并不比落葉美妙一分。

不耍小聰明，不作弊應當是我們學習的原則，也應當是我們做人的原則。這樣做的根基在于——相信自己，不僅相信自己現(xiàn)有的實力，也相信自己通過努力能夠取得的進步。theirsentences.Step9Homework1.Finishthechart2caccordingtoMs.MillerandMr.Smith.2.Discussthequestionsin2ewithpartner.課作I.Matchthesentences()1.CouldspeaktoSam，please()2.Wouldyouliketocometomybirthdayparty？()3.MayIcomein？()4.Whataboutgoingout？()5.ShallIopenthedoor？()6.Will(please)lendyourpento？a.Goodidea!b.Yes，please.c.Certainly.Hold，d.Iloveto.e.，I’mafraidnot.f.Comein，please.II.TranslatethesentencesintoEnglish.1.你接一下電話嗎？______________________________________2.你把書帶到教室里去嗎？______________________________________3.你幫我打掃房間嗎？______________________________________4.我打開窗戶嗎？_____________________________________5.我以借你的車嗎？______________________________________參考答案：I.cdfabeII.1.Couldyouanswerthephone?2.Couldthebooktheclassroom?3.Couldyoucleantheroom?4.CouldIopenthewindow?5.CouldIborrowyour教反教師在開展教學活動時個小出現(xiàn)“冷清”的場面些學生只顧自己獨立思考留在獨立學習的層次上，沒有發(fā)揮合作學習的優(yōu)勢合流于形式。出現(xiàn)上述情況，