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(共34张PPT)
课时3 Section A Grammar
Unit 2 Home Sweet Home
人教版英语（新教材）八年级上册
能够识别 can、could 在请求和许可语境中的语义差异，清晰区分不同情境下的用法。（学习理解）
通过 3a - 3c 练习及拓展活动，提升学生在不同生活场景中运用 can / could 进行听、说、读、写的能力，实现语法知识向语言技能的转化，能够流畅开展日常请求与许可交流。（应用实践）
借助生活场景对话创作与交流，让学生感受英语在实际沟通中的价值，增强用英语解决生活问题的信心，理解不同语气背后的文化礼仪，培养跨文化交流意识。（迁移创新）
核
心
素
养
目
标
01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
Jim's family is having a conversation. Please choose a more polite way for them to express themselves.
Help out with a few things!
Could you please help out with a few things
less polite
more polite
Jim's family is having a conversation. Please choose a more polite way for them to express themselves.
I must finish watching this show.
Could/Can I at least finish watching this show
less polite
more polite
Jim's family is having a conversation. Please choose a more polite way for them to express themselves.
Take out the rubbish, fold the clothes and do the dishes!
Could you take out the rubbish, fold the clothes and do the dishes
less polite
more polite
Read the questions with can or could. Notice how they are answered. Write R for requests or P for permission next to each question.
3a
R
P
P
R
How can we use Can/Could
Could you please sweep the floor Yes, Dad. I’ll do it at once.
Could I hang out with my friends after lunch Sorry, Jim, but you have to pack up your things first.
Can I put some flowers on the table Yes, good idea!
Can you help me hang up the photos Sure. / No problem!
Read the sentences. Find out the usage of can/could.
情态动词 can & could 的用法
情态动词can和could可用于向对方提出请求，也可用于请求对方允许自己做某事。它本身不能作谓语，必须和动词原形一起构成谓语。
1. 用于提出要求或请求 Can/Could you please... （重点）
2. 用于请求许可 Can/Could I... （重点）
3. 用于表示能力 can表示现在的能力，could表示过去的能力
Read the sentences. Match the two parts.
Can I hang out with my friends after lunch
Can I grow some flowers there
Can I invite my friends to our new house
Could I go out
Could we keep some fish here
Can you sort your things into those boxes
Can you take care of them every day
Could you please help me hang up the photos
Could you please sweep the floor
Make polite requests
提出请求
Ask for permission
请求许可
Discuss in groups to find out how to answer the Can/Could questions.
常用句型 Can / Could you (please) do sth.
肯定答语 Yes, sure/of course. 好的，当然可以。
No problem. 没问题。
With pleasure. 乐意帮忙。
Sure/Of course/Certainly. 当然可以。
否定答语 Sorry, I can't. I have to... 对不起，我不能。我得...
Sorry, I'm going to... 对不起，我将...
I'm afraid I can't. I have to... 恐怕不行。我得...
I'm afraid not. 恐怕不行。
Make polite requests
提出请求
Discuss in groups to find out how to answer the Can/Could questions.
常用句型 Can / Could I do sth.
肯定答语 Yes, you can. 是的, 你可以。
Of course you can. 当然可以。
Yes, please. 是的，去吧/用吧/......
否定答语 Sorry, you can't. 对不起，你不可以。
Sorry, I'm afraid you can't. 对不起，恐怕不行。
Ask for permission
请求许可
Could I hang out with my friends tonight
No, you couldn’t.
Sorry, you can’t.


Choose the answer.
在回答用could 提出的请求时，通常不用 could而用 can。
Choose the best question to complete each conversation.
3b
A. Could you give me a ride to town now B. Can I stay out until eleven
C. Mr Lake, could I go to the toilet D. Could I use your computer
1. A: ______________________________
B: Of course you can.
2. A: ______________________________
B: Yes, if you are careful with it.
3. A: _____________________________
B: No, you can’t. You have a basketball game tomorrow, remember You need a
good rest.
4. A: Can I go to the movies
B: Of course.
A: ______________________________
B: I can’t. I have to do some work now.
C. Mr Lake, could I go to the toilet
D. Could I use your computer
B. Can I stay out until eleven
A. Could you give me a ride to town now
Read the tips and fill in the blanks.
A: Hi, Jim. ________ ________ ________ ________ receive
the delivery if it arrives today
B: _____ ________. Just let me know the tracking number(运单号)
if needed.
场景 1：请邻居帮忙收快递
1. You can’t be at home when the delivery comes.
You want to ask your neighbor to help receive it.
（快递送达时你没在家，想请邻居帮忙代收 。）
No problem
Could you help me
A: Hey, ________ ________ ________ __________ ________
me in the park this afternoon
B: __________! I just need to finish my homework first.
Then we can have a good game.
2. You plan to play basketball in the park. You want to ask your
friend to join you.
Sure
can you play basketball with
场景 2：邀请朋友一起运动
Read the tips and fill in the blanks.
Make up conversations for each setting, using can or could.
3c
You’re at your friend’s home. You want to call your parents, but your phone is dead.
_________________________
_________________
Sure. /
Of course.
Can / Could I use your phone
Make up conversations for each setting, using can or could.
3c
2. You were sick at home yesterday. Your friend went to an English class and took notes. You want to know more about the class.
_________________________
_________________
Sure. /
Of course.
Can / Could I borrow your notebook
Make up conversations for each setting, using can or could.
3c
3. You are holding a large box. It is difficult to open the door. Your neighbour comes.
_________________________
_________________
Sure. /
Of course.
Can / Could you help me open the door
Make up conversations for each setting, using can or could.
3c
4. You and your classmates want to help clean up the community. Ask your classmates to bring gloves and rubbish bags.
________________________________________________
_________________
Sure. /
Of course.
Can / Could you bring gloves and rubbish bags
What do you say in these situations
Can/Could you please pass me the salt
Can/Could I have these postcards
Can/Could you please turn off the radio
Can/Could I borrow your newspaper
Can/Could I use your pen
My family is preparing for the housewarming party of our new home. Can you guess what we are saying now Please create a dialogue by using can/could to simulate the discussion about the preparations for the party.
ask for permission
Can I __________
Could I __________
Could we _________
make polite requests
We need to________ .
Can you __________
Could you please ____
Would you like to ___
Remember to ______ .
Make a conversation in groups.
Make a conversation in groups.
Summary
Unit 2 Home Sweet Home (Section A Grammar Focus)
We can
We’ve learnt
until, be careful with, take notes, clean up, rubbish...
vocabulary
sentence patterns
Requests: “Could you please... ” / “Can you help me... ”
Permission: “Could I... ” / “Can I... ”
make polite requests and ask for permission in daily scenarios.
Let's learn and take notes.
until prep.到......时；直到......为止
词
讲
练
They didn't have a car until last year. 他们直到去年才有一辆汽车。
You will never truly understand your parents' great love until you grow up.
直到你长大后，你才会真正理解父母伟大的爱。
例
Mr. Peter ______ go to bed ______ he finished his work last night.
A. wasn’t; until B. don’t; until C. didn’t; until D. isn’t; until
C
until 到······时；直到······为止 常与延续性动词连用，引导时间状语从句，表示动作直到until所表示的时间才结束
not…until 直到......才.... 常与非延续性动词连用，表示动作
直到until所表示的时间才发生
Let's learn and take notes.
be careful with 注意；当心
词
讲
练
Be careful with the knife while cooking, and don't cut your fingers.
做饭时小心用刀，不要切伤手指。
Be careful not to wake the baby. 注意别吵醒婴儿。
Be careful — the floor is slippery. 小心——地板很滑。
例
当你切碎西红柿时，当心你的手指。
When you cut up the tomatoes, please ________________ your fingers.
be careful with
be careful (not) to do sth. “小心(不要)做某事”。
(2) be careful 可单独使用，表示“小心，当心”，相当于look out 或watch out。
Let's learn and take notes.
dead adj.不运行的；死的
词
讲
拓
My phone went dead, so I need to charge it.
我的手机没电了,所以我需要给它充电。
There were dead leaves on the ground after the strong wind.
大风过后枯叶落了一地。
I'm afraid he is dead. 恐怕他已经去世了。
例
注意：表示“死了多长时间”要用“have/has been dead for+时间段”或“died+时间段+ago”。
The poor man has been dead for ten years. 那个可怜的人已经去世十年了。
He died a week ago. 他一个星期前就去世了。
(1)【形容词】（因为缺电）不运行的
(2) 【形容词】死的 在句中作定语或表语。the dead 死者
Let's learn and take notes.
dead adj.不运行的；死的
词
讲
练
His dog ________ last week and his ________ made him very sad.
A. died; die B. death; died C. died; death D. dead; death
与 dead 相关的其他单词：
die 【不及物动词】死亡 过去式：died, 现在分词：dying。
是短暂性动词，不能与时间段连用。die of/from“死于”
death 【名词】死亡
dying 【形容词】垂死的；临死的 只能作前置定语。
C
Let's learn and take notes.
note n. 笔记; 记录; 便条 v. 注意；指出
词
讲
练
Taking notes in class is a good way to help you review what you have learned.课堂上做笔记是帮助你复习所学知识的好方法。（眉山中考）
She always writes love notes as gifts to warm others.她总是写爱心便条作为礼物温暖他人。
He noted the time when they left the building.他们离开大楼的时候，他留意了一下时间。
The teacher noted that the exam was very important.老师指出这场考试非常重要。
例
高老师每节课都要求我们在笔记本上记笔记。
Miss Gao asks us to ______ _____ in the notebook every class.
take notes
(1)【可数名词】笔记；记录； 指“（听讲或读书等时的）笔记，记录”时，通常用复数形式notes。take/make notes 记笔记
(2) 【可数名词】便条；短笺
(3)【及物动词】注意；指出 其后可跟名词、代词或that从句。
Let's learn and take notes.
rubbish n. 垃圾
词
讲
练
Don’t throw away rubbish everywhere. It’s everyone’s duty to protect the environment. 不要把垃圾丢得遍地都是。保护环境是每个人的职责。(2024龙东中考)
Please put the banana peels into the rubbish bin. 请把香蕉皮放进垃圾桶。
例
海滩上很多垃圾，我们最好捡一捡。
There is a lot of ________ on the beach, we’d better pick it up.
rubbish
【不可数名词】同义词有：waste、trash、garbage、litter等。
a rubbish bag/bin 垃圾袋/桶 household rubbish 生活垃圾
take out the rubbish 倒垃圾 rubbish sorting 垃圾分类
一、根据汉语提示，补全句子。
1. 切洋葱时，请当心你的眼睛。
When you cut up the onions, please _______ _________ _______
your eyes.
2. 我们在课堂上应该认真记笔记。
We should ________ ________ carefully in class.
3. 你的书包乱糟糟。你需要整理它。
Your schoolbag is in a mess. You should ______ ______ _______.
4. 周末我想和朋友去看电影。
I want to ________ ________ ________ ________ with my friends this weekend.
5. 上学期，直到6月底，我们才结束新课。
We _______ finish the new lessons _______ the end of June last term.
clean it up
be careful with
take notes
go to the movies
didn’t until
二、句型转换。
1. She can fix the bike herself. (改为一般疑问句)
________ she ________ the bike herself
2. —Mike, could you lend me your dictionary (作肯定回答)
—________ ________. Here you are.
3. —Excuse me, could I open the window (作肯定回答)
—Yes, ________ ________.
4. He could solve the problem. (对画线部分提问)
________ ________ he ________
5. Lucy was able to ride a bike at six. (改为同义句)
Lucy ________ ________ a bike at six.
Yes sure
you can /of course
What could do
could ride
Can fix
基础作业：背诵 3a 对话，用 5 个生词（如 until, dead, note 等）各造 1 个句子。
进阶作业：编写在学校和同学或老师发出请求或征求允许的对话（2组）。
拓展作业：策划新家乔迁派对的准备工作。
Homework
Thank you for listening!/ 让教学更有效 高效备课 | 英语学科
基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版八年级上册
授课题目 Unit 2 Home Sweet Home Section A (Grammar Focus) 课时 课型 第 3课时 语法课
主题情境 人与自我 授课教师
语篇研读 【What】 本课围绕 can/could 在请求与许可语境中的用法展开，通过对比礼貌与非礼貌表达、对话示例及 3a-3c 练习，呈现 can/could 表示请求（Can/Could you... ）和许可（Can/Could I... ）的句型及答语规则，辅以 until、be careful with 等词汇讲解。 【Why】 帮助学生掌握 can 与 could 在语气委婉程度上的差异，学会在家庭等场景中礼貌地提出请求或征求许可，理解语言礼仪背后的文化内涵，提升跨文化交际能力。 【How】 通过情景对比导入语法点，结合对话示例归纳用法，再通过分层练习（选择、填空、编对话）巩固应用，最后在真实场景（乔迁派对筹备）中迁移创新，实现 “感知 - 归纳 - 应用 - 拓展” 的学习路径。
学情分析 学生已在前两课时接触过 can/could 的基本用法，但对两者在礼貌程度上的差异及答语规则（如用 can 回应 could 提问）掌握不清晰。在实际运用中，学生易混淆请求与许可的句型，且对 until 等词汇的搭配使用存在困难。教学中需通过情景对比和专项练习强化认知，结合生活场景提升运用灵活性。
课标要求 能在语境中理解并运用 can/could 表示请求与许可，掌握其答语规则。 能在家庭、学校等场景中运用目标句型进行礼貌交流。 掌握 until、be careful with 等词汇的用法，提升语言准确性。 理解礼貌用语背后的文化意义，培养跨文化交际意识。
教学目标 通过本节课学习，学生能够： 能够识别 can、could 在请求和许可语境中的语义差异，清晰区分不同情境下的用法。（学习理解） 通过 3a - 3c 练习及拓展活动，提升学生在不同生活场景中运用 can / could 进行听、说、读、写的能力，实现语法知识向语言技能的转化，能够流畅开展日常请求与许可交流。（应用实践） 借助生活场景对话创作与交流，让学生感受英语在实际沟通中的价值，增强用英语解决生活问题的信心，理解不同语气背后的文化礼仪，培养跨文化交流意识。（迁移创新）
教学 重难点 重点：区分 can 与 could 在请求和许可中的用法，掌握 “Can/Could you... ”“Can/Could I... ” 的句型及答语。 难点：在真实语境中灵活运用不同礼貌程度的句型，理解 “用 can 回应 could” 的答语规则。
核心语言 【核心词汇】 until, be careful with, dead, note, rubbish, community, movie take notes, clean up, go to the movies, give a ride 【核心句型】 1. 请求：Can you... / Could you please... 答语：Yes, sure. / No, I can’t. I have to... 2. 许可：Can I... / Could I... 答语：Yes, you can. / Sorry, you can’t. You need to...
教学工具 PPT，教材
教学策略 情景体验式教学、启发式教学，任务型教学，游戏教学法
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead-in （3min） 1. T says : Jim's family is having a conversation. Please choose a more polite way for them to express themselves. 1. 对比每组对话，圈出关键词（can/could），讨论礼貌程度差异。 2. 抢答并说明理由，如 “Could you... 更礼貌，因为用了 could”。 通过生活化对话对比，直观呈现 can 与 could 的语气差异，激发学生对语法点的兴趣，为后续学习铺垫。
效果评价：自评、师评。1. 观察学生能否准确识别 could 表达更礼貌，正确率需达 90% 以上。 2. 评估抢答时理由的合理性，对表述清晰的学生给予 “礼仪小达人” 贴纸。
Part 2： Presentation （10min） T shows the grammar focus and asks students to Read the questions with can or could. Notice how they are answered. Write R for requests or P for permission next to each question. T asks students to Read the sentences. Find out the usage of can/could. T asks students to Read the sentences. Match the two parts. T asks students to Discuss in groups to find out how to answer the Can/Could questions. T asks students to Choose the answer. 1. 独立完成 3a 标注，组内讨论分歧（如 “Can I put... ” 标 P），派代表汇报。 2. 记录句型结构，用不同颜色笔标注 can 与 could 的位置。 3. 辨析错误答语，齐声朗读正确答语，同桌互问互答。 4. 仿写句子（如 “When cooking, be careful with the knife.”），展示并订正。 通过标注、归纳、辨析等活动，帮助学生系统掌握语法规则；词汇仿写强化基础知识，为应用实践打基础。
效果评价：自评、师评。1. 检查 3a 标注正确率，对全对的小组加分；重点关注易混淆句（如 “Can you help... ” 标 R）的正确率。 2. 观察答语练习中 “用 can 回应 could” 的掌握情况，错误率需控制在 10% 以内。 3. 评估词汇仿写的准确性，对符合语境的句子给予表扬。
Part 3： Practice（11min） T asks students to finish the task in 3b-- Choose the best question to complete each conversation. T asks students to Read the tips and fill in the blanks. T asks students to finish the task in 3c-- Make up conversations for each setting, using can or could. 1. 独立完成 3b 选择，标注解题依据（如根据答语 “No, you can’t” 选 B），参与全班解析。 2. 补全对话后，两人一组模拟场景朗读，注意语气礼貌，如 “Could you help me receive... ”。 3. 组内分工：1 人记录对话，其他人设计台词（如 “Could I borrow your phone Mine is dead.”），表演时加入表情动作。 通过分层练习（选择 - 填空 - 编对话），由易到难巩固语法点；角色扮演提升语言运用的灵活性和情境感。
效果评价：1. 统计 3b 正确率，对选对第 3、4 题（易错题）的学生额外加分。 2. 检查情景填空的句型准确性，如 “Could you please... ” 后接动词原形的正确率。 3. 从句型正确、词汇运用、表演自然三方面评价对话，评选 “最佳表演组”。
Part 4： Production （11min） T ask students to read the pictures and think: What do you say in these situations T asks students to Make a conversation in groups: My family is preparing for the housewarming party of our new home. Can you guess what we are saying now Please create a dialogue by using can/could to simulate the discussion about the preparations for the party. 1. 组内 brainstorm 派对任务（如 clean up, prepare snacks），分配角色（父母、孩子）。 2. 创编 5-8 句对话，确保每人至少 1 句台词，如 “Could you please clean up the living room until 3 pm ”。 3. 观看其他组表演时，用表格记录亮点句型（如 “Can I invite Tom ”），课后汇总。 将语法知识迁移到真实生活场景，培养学生用英语解决实际问题的能力；小组合作提升沟通与创新能力。
效果评价：1. 评估对话中句型的多样性（如同时使用请求和许可句型）和词汇运用（如 until 的正确搭配）。 2. 观察小组分工是否均衡，每个成员是否都有表达机会，对合作默契的小组给予奖励。
Part 5： Summary （2min） Summarize the key content in this lesson. 跟随老师一起进行内容总结。 总结本课所学内容，巩固加深印象。 利用将思维导图给学生进行有序的梳理。
Part 6： Language points （5min） T explains language points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 7： Exercise （3min） T assigns the test. 完成课堂练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 8： Homework 基础作业：背诵 3a 对话，用 5 个生词（如 until, dead, note 等）各造 1 个句子。 进阶作业：编写在学校和同学或老师发出请求或征求允许的对话（2组）。 拓展作业：策划新家乔迁派对的准备工作。 将家庭作业做好记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思 本课通过情景对比和分层练习，帮助学生掌握了 can/could 的用法，亮点在于：情景导入直观呈现礼貌差异，激发兴趣；3a-3c 练习层层递进，强化应用；乔迁派对情景提升了迁移能力。 但部分学生对 “用 can 回应 could” 仍混淆，词汇应用单一。改进方向：增加答语辨析游戏，设计词汇替换练习；小组活动中设 “语法监督员”，及时纠正错误，提升准确性。
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