人教版新目標八年級英語下冊第三單元第一課時教案設計?一、教學目標1.語言知識目標學生能夠掌握以下單詞和短語：rubbish,takeouttherubbish,fold,sweep,floor,mess,throw,allthetime,neither,shirt,pass,borrow,lend,finger,hate,while,snack,stress,waste,inorderto學生能夠理解并運用以下句型：Couldyoupleasedosth.?CouldIatleastfinishwatchingthisshow?Whatamess!Neitherofusdidanyhouseworkforaweek.2.語言技能目標能夠聽懂關于家務勞動的對話，并能獲取關鍵信息。能夠運用所學句型，有禮貌地請求他人幫忙做家務，并能對家務勞動進行簡單交流。能夠正確使用一般現(xiàn)在時和一般過去時描述日常家務活動。3.情感態(tài)度目標培養(yǎng)學生熱愛勞動、主動承擔家務的意識，增強家庭責任感。通過小組合作和交流，培養(yǎng)學生的合作精神和溝通能力，增進學生之間的相互理解。4.學習策略目標學會通過上下文猜測詞義，提高閱讀理解能力。運用角色扮演和小組合作學習的方法，提高語言表達和實踐能力。

二、教學重難點1.教學重點掌握本課時的重點單詞和短語。熟練運用Couldyoupleasedosth.?等句型進行家務勞動相關的交流。2.教學難點理解并正確運用neither,neitherof等詞的用法。能夠根據不同情境，靈活運用所學句型進行恰當?shù)谋磉_，并注意時態(tài)的正確使用。

三、教學方法1.情景教學法：創(chuàng)設貼近學生生活的家務勞動場景，讓學生在真實的情境中學習和運用英語。2.任務驅動法：布置各種任務，如角色扮演、小組討論等，讓學生在完成任務的過程中提高語言綜合運用能力。3.合作學習法：組織學生進行小組合作學習，培養(yǎng)學生的合作意識和團隊精神，促進學生之間的交流與互動。

四、教學過程

（一）Warmup(5minutes)1.Greetthestudentsasusual.2.Playashortvideoaboutafamilydoinghousework.Afterwatching,askthestudentssomesimplequestions:Whataretheydoinginthevideo?Doyouoftenhelpyourparentswithhousework?Whatkindofhouseworkdoyouusuallydo?

（二）Presentation(10minutes)1.Showsomepicturesofdifferentkindsofhousework,suchastakingouttherubbish,foldingclothes,sweepingthefloor,etc.Teachthenewwordsandphrasesonebyone:rubbishShowapictureofrubbish.Say,"Lookatthispicture.Thisisrubbish.Rubbishissomethingwedon'tneedandwethrowitaway."Readthewordaftertheteacherandthenaskstudentstorepeatitseveraltimes.Usethewordinasentence:"Weshouldtakeouttherubbisheveryday."takeouttherubbishActouttheactionoftakingouttherubbishwhilesayingthephrase.Explainthatitmeanstoremovethetrashfrominsideabuildingtoaproperdisposalarea.Havestudentspracticesayingthephraseinpairs.foldShowapieceofpaperandfolditwhilesaying,"Foldmeanstobendsomethingsothatonepartcoversanotherpart.Forexample,wecanfoldtheclothes."Letstudentsfoldapieceofpaperandthenreadtheword.sweepTakeabroomandsweepthefloortodemonstratetheaction.Say,"Sweepmeanstocleanthefloorwithabroom."Readthewordandaskstudentstoimitatetheactionwhilesayingtheword.floorPointtothefloorandsay,"Thisisthefloor.Wesweepthefloortokeepitclean."Havestudentssaythewordaftertheteacher.messShowapictureofamessyroom.Say,"Lookatthisroom.It'sinamess.Messmeansastateofuntidinessordisorder."Readthewordandmakeasentencelike"Whatamess!Weneedtocleanuptheroom."throwThrowasmallballgentlywhilesaying,"Throwmeanstosendsomethingthroughtheairwithforce.Don'tthrowrubbisheverywhere."Havestudentsrepeattheword.allthetimeUsegesturestoshowcontinuousactionandsay,"Weshouldkeepourroomcleanallthetime."Explainthatitmeanscontinuouslyorwithoutstopping.Letstudentsusethephraseintheirownsentences.neitherWritetwonegativesentencesontheboard,e.g."Idon'tlikeapples.Hedoesn'tlikeapples."Thensay,"NeitherInorhelikesapples.Neithermeansnotonenortheotheroftwopeopleorthings."Havestudentsreadthewordandtrytounderstanditsusagefromtheexample.shirtShowapictureofashirt.Say,"Thisisashirt.It'sakindofclothing."Readthewordandaskstudentstoidentifyshirtsintheclassroomorinthepicturesaroundthem.passPassabookfromonestudenttoanotherwhilesaying,"Passmeanstogivesomethingtosomeonebyhandingittothem."Havestudentspracticethesentence"Pleasepassmethebook."borrowActoutborrowingapenfromaclassmateandsay,"Whenyouneedsomethingfromsomeoneelseandyouwillreturnitlater,youborrowit.Forexample,Iborrowapenfromyou."Teachstudentstousethephrase"borrow...from..."lendShowtheactionoflendingabooktoafriendandsay,"Lendmeanstogivesomethingtosomeoneforashorttime.Youlendyourthingstoothers.Forexample,Ilendmybooktoyou."Teachthephrase"lend...to..."fingerPointtoyourfingersonebyoneandsay,"Theseareourfingers.Weuseourfingerstodomanythings."Readthewordandhavestudentscounttheirfingerswhilesayingtheword.hateMakeadisgustedfaceandsay,"Ihatedoinghousework.Hatemeanstodislikesomeoneorsomethingverymuch."Havestudentssaythewordanduseitinsentences.whileShowaclockandsay,"Whilecanbeusedtotalkabouttwothingshappeningatthesametime.Forexample,MymotherwascookingwhileIwasdoingmyhomework."Readthewordandletstudentsunderstanditsusagethroughtheexample.snackShowsomesnackslikecookiesorchipsandsay,"Thesearesnacks.Wecanhavesnacksbetweenmeals."Readthewordandaskstudentswhattheirfavoritesnacksare.stressShowapictureofapersonlookingstressedandsay,"Stressmeansmentaloremotionalpressure.Toomuchstressisnotgoodforourhealth."Readthewordandletstudentstalkaboutwhatcausesstressintheirlives.wasteShowsomewastedfoodandsay,"Wastemeanstousesomethingcarelesslyortousemorethannecessary.Don'twastefood."Readthewordandhavestudentsmakesentenceswithit.inordertoWriteasentenceontheboard,e.g."Igetupearlyinordertocatchthefirstbus."Explainthatitmeanswiththepurposeofortoachieveaparticularresult.Havestudentsusethephraseintheirownsentences.

（三）Listening(10minutes)1.Presentthefollowinginstructionstothestudents:YouaregoingtolistentoaconversationbetweenPeterandhismother.Beforelistening,lookatthequestionsbelow.Trytopredictwhattheconversationmightbeabout.Questions:WhatdoesPeter'smotheraskhimtodo?DoesPeterwanttodoitrightaway?Why?2.Playtherecordingoftheconversationforthefirsttime.Studentsjustlistenandtrytogetthegeneralidea.3.Playtherecordingagain.Thistime,studentslistencarefullyandanswerthequestions.4.Checktheanswerswiththewholeclass:Answer:Peter'smotheraskshimtotakeouttherubbish.Answer:Peterdoesn'twanttodoitrightawaybecausehewantstofinishwatchingtheshowfirst.Hesays,"CouldIatleastfinishwatchingthisshow?"

（四）Pairwork(10minutes)1.Dividethestudentsintopairs.2.Giveeachpairasetofcardswithdifferenthouseworktaskswrittenonthem,suchascleantheroom,washthedishes,dothelaundry,etc.3.Instructthestudentstohaveaconversationusingthefollowingmodel:StudentA:Couldyouplease...?StudentB:Yes,sure./Sorry,I'mbusynow.Maybelater.Thentheycanswaprolesandcontinuetheconversation.Encouragethemtousethenewwordsandphrasestheyhavelearned.4.Walkaroundtheclassroomandmonitorthepairs.Offerhelpandcorrectionwhenneeded.5.Askseveralpairstoperformtheirconversationsinfrontoftheclass.

（五）Grammarfocus(10minutes)1.Writethefollowingsentencesontheboard:Couldyoupleasesweepthefloor?CouldIwatchTVforawhile?Whatamess!Neitherofusdidanyhouseworkforaweek.2.Analyzethefirstsentence:Pointoutthat"Couldyoupleasedosth.?"isaverypolitewaytoasksomeonetodosomething.Itismorepolitethan"Canyoudosth.?"Explainthewordorder:themodalverb"could"esfirst,followedby"youplease",andthenthebaseformoftheverb.Havestudentspracticemakingsentenceswiththisstructure,suchas"Couldyoupleasefoldtheclothes?"3.Analyzethesecondsentence:Explainthat"CouldIdosth.?"isusedwhenyouwanttoaskforpermissiontodosomething.Pointoutthat"atleast"means"notlessthan"andemphasizestheminimumamountordegree.Letstudentsmakesentenceslike"CouldIborrowyourbookforatleasttwodays?"4.Analyzethethirdsentence:Teachstudentsthat"Whatamess!"isanexclamationusedtoexpresssurpriseordisgustatastateofdisorder.Encouragestudentstousethisexpressionindifferentsituations,forexample,whentheyseeamessydesk.5.Analyzethefourthsentence:Explainthat"neitherof+pluralnoun/pronoun"means"notoneofthetwo".Ittakesasingularverb.Givemoreexamples,suchas"Neitherofthemlikessports."Havestudentspracticeusing"neitherof"insentences.

（六）Practice(10minutes)1.Dosomegrammarexercisesontheblackboardordistributeworksheetstothestudents.Exercisesmayincludefillingintheblankswiththecorrectformofthewordsorphrases,changingsentencesintotherequiredstructures,etc.Forexample:(1)Couldyouplease__________(takeout)therubbish?(2)She__________(hate)doingthedishesbecauseit'sboring.(3)__________(neitherof)theboyslikesdancing.2.Havethestudentspletetheexercisesindividuallyfirst.3.Thenchecktheanswerstogetherasaclass.Explainthemistakesandmakesurethestudentsunderstandthecorrectusage.

（七）Roleplay(10minutes)1.Presentanewsituationtothestudents:Supposeyouareathome.Yourmotherisverybusyandasksyoutohelpwithsomehousework.Youcanchoosethetasksfromtheoneswe'velearnedtoday.2.Dividethestudentsintogroupsofthree.Onestudentactsasthemother,oneasthechild,andtheothercanbeanobserver.3.The"mother"makesrequestsusing"Couldyouplease..."andthe"child"responds.Theobservercantakenotesonthelanguageuseandexpressions.4.Aftereachgrouphasfinishedtheirroleplay,asktheobservertorepor