资源简介

(共25张PPT)
Unit 2 Home Sweet Home
SectionA(3a-3c）
人教版 八年级上册
04
03
01
02
能够根据学习目标和个人情况，选择适合的学习策略，如多观察，多反思；多记笔记，多背诵等。
学习能力
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。
思维品质
引导学生观察与翻译，培养其独立思考和发散性性思维，变被动学习为主动学习。
文化意识
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。
语言能力
Learning Objectives
1
Lead-in
Part 1. Question
What does this video talk about
If you have difficulties,
you can politely ask others for help.
Review and share
hang out with friends after lunch
sort things into boxes
keep some fish
take care of them every day
help me hang up the photos
grow some flowers
sweep the floor
invite friends to our new house
help me clean up the room
help put the new clock on the wall
move this chair to their room
put some flowers by the window
take me to the flower shop later
Do you still remember how they start the conversation
Can / Could I do …
Can / Could you (please) do …
Ask for permission.
（征求许可）
Make polite requests.（礼貌地请求）
Could you please _____________
sweep the floor
Yes, Mum. I’ll do it at once.
Sorry, I can’t. I must _________________ first.
finish my homework
sweep the floor
mop the floor
water the flowers
hang up the photos
hang up the photos
make the bed
sort the toys
pack up clothes
feed the fish
do the dishes
take out the rubbish
walk the dog
Can you _____________
make the bed
Yes, Mum. I’ll do it at once.
Sorry, I can’t. I must _________________ first.
practice the piano
sweep the floor
mop the floor
water the flowers
hang up the photos
hang up the photos
make the bed
sort the toys
pack up clothes
feed the fish
do the dishes
take out the rubbish
walk the dog
Would you like to _____________
do the dishes
Yes, Mum. I’ll do it at once.
Sorry, I can’t. I must _________________ first.
read books
sweep the floor
mop the floor
water the flowers
hang up the photos
hang up the photos
make the bed
sort the toys
pack up clothes
feed the fish
do the dishes
take out the rubbish
walk the dog
2
Presentation
Part 2. Read the questions with can or could. Notice how they are answered. Then write R for requests or P for permission next to each question.
3a
Pay attention to the bold words.
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!
Make polite requests
Ask for permission
Make polite requests
Ask for permission
提出
要求
Can you help me hang up the photos
Could you please sweep the floor
用于请求别人做某事
请求
允许
Can I put some flowers on the table
Could I hang out with my friends after lunch
用于请求别人允许自己做某事
肯定回答 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。
否定回答 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。
Can you lend me your pen
Could you please tell me the way to the subway station
提出
要求
“Can/Could you please... ”“请你……好吗？”“你能/可以……吗？”
肯定回答 Yes, you can. 是的，你可以。
Of course you can. 当然可以。
Yes, please. 是的，去吧/用吧/……
否定回答 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。
Can I watch TV after finishing my homework
Can I try on this T-shirt
Can I turn on the fan
Could I hang out with friends tonight
Can/Could I... ”“我能……吗？”
请求
允许
3b
Can/Could for polite request and permission.
Choose the best question to complete each conversation.
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.
3b
Can/Could for polite request and permission.
Choose the best question to complete each conversation.
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
2. A: ________________
B: Yes, if you are careful with it.
P，问句中为Can/Could I
C或D
答案为：D
3b
Can/Could for polite request and permission.
Choose the best question to complete each conversation.
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
3. A: _____________________
B: No, you can’t. You have a
basketball game tomorrow,
remember You need a
good rest.
P，问句中为Can/Could I
B或D
答案为：B
3b
Can/Could for polite request and permission.
Choose the best question to complete each conversation.
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
4. A: Can I go to the movies
B: Of course.
A: _____________________
B: I can’t. I have to do some
work now.
R，问句中为Can/Could you
答案为：A
结合句意检查无误
1.You are at your friend’s home. You want to call your parents, but your phone is dead.
A: Can/Could I use your phone
/ded/ adj. 不运行的；死的
B: Sure./ Of course
Make up conversations for each setting, using can or could.
场景
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.
A: Can/Could you tell me something about yesterday’s English class
B: Sure./ Of course
take notes 做笔记
3.You are holding a large box. It is difficult to open the door. Your neighbour comes.
B: Surec./ Of course.
A: Can/Could you help me open the door
4. You and your classmates want to help clean up the community. Ask your classmates to bring gloves and rubbish bags.
A: Can/Could you bring gloves and rubbish bags to clean up the community
B: Surec./ Of course.
/k mju n ti/
n. 社区；社团
/ r b / n. 垃圾
Exercises
单项选择
一、单项选择
1.—Jack, could you please help me take out the trash
—Sorry, ________, mum. I ________ my homework now.
A．couldn’t, am doing B．can’t, am doing
C．can’t, do D. can’t, did
2.—Jim, could I use your computer
—Yes, of course you ________.
A．could B．can C．must D．should
B
B
3.—Jason, could I use your dictionary I left mine at home. —________. Here you are.
A．Of course B．It doesn’t matter
C．Sounds great D . It’s my pleasure.
4.—Could I go out for dinner with my friends, mum
—________ You have so much homework to do.
A．Yes, sure. B．Sorry, you can’t.
C．Why not D．No, you couldn’t.
5. Could you please __________ pictures on the wall —Sorry , I won’t.
A. not to draw B. not draw C. don’t draw D. not drawing
A
B
B
本课句型
Summary
我都 学会了!
Key words
Expression
until; movie; dead; note; community; rubbish
be careful with; the movies; take notes; clean up
make polite requests and ask for permission
Make polite requests: 用于请求别人做某事
Ask for permission: 用于请求别人允许自己做某事
Grammar
Basic (必做)
Memorize the new words, expressions and sentences in Section A (Grammar Focus).
Improving(选做)
2. Summarize the rules and usage of mainking polite requests and asking for permission.
Extend (选做)
3.Make a three-minute video about asking for help with a friend.
Homework
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课题 Unit 2 Home Sweet Home Grammar Focus (3a-3c) 学段 初中 年级 八
课型 语法课 课时 3 学科 English
单元 主题分析 本单元的主题属于“人与自我”范畴，涉及“家庭与家庭生活”子主题内容，从实践层面引导学生思考如何通过家务劳动和空间布置为家庭做贡献；从语言功能层面培养“礼貌请求与许可”的社交沟通能力；从情感层面探讨家庭对于我们的重要意义；从文化视角比较不同家庭观念的异同。本单元通过语言学习与人文关怀的结合，最终实现“知家、爱家、护家”的育人目标。
文本解读 What:本课时是人教版(2024)八年级上册第二单元Home Sweet Home的第三课时的语法课，本课聚焦情态动词can/could在请求（requests）与许可（permission）场景中的功能差异，通过三层递进式练习系统构建语法能力。 Why:本课在语言能力与社会能力培养上具有双重价值:语言层面上，突破传统语法课的孤立讲解模式，将情态动词教学置于真实交际场景;功能维度上，区分"请求"与"许可"的话轮结构差异;语用维度上，通过Mr. Lake等称谓,揭示权力距离对语言选择的影响(学生用Could向老师请求);认知维度上，培养"语言适配关系"的元认知能力。 这些元素共同服务于《新课标》中"用英语做事"的要求。 How:教材首先以对比表格呈现4组典型对话，直观区分两种用法:请求他人（主语为you）与寻求许可（主语为I）。接着通过情境选择题（如选择适合师生对话的"Could I go to the toilet "）强化语用意识，最后在开放式对话创作中迁移运用（如借用电话、社区清洁协作）。特别值得注意的是，所有例句均紧扣"家庭/社区"主题，形成语义场联动，同时渗透社会关系认知。练习设计遵循"形式-意义-使用"三维语法教学原则，从机械识别到意义理解，最终实现创造性输出。
学情分析 1.学生基本情况 八年级学生已掌握对can表示"能力"的基础用法，能构建简单祈使句和一般疑问句，对家庭生活类词汇（sweep, hang等）识别准确率较高。 2.已有知识经验 对情境化语法活动参与热情高；具象思维主导，视觉辅助可使记忆效率提升50%；小组合作经验丰富，能完成基础话轮构建。 3.学习难点预测 情态动词的语用功能混淆严重:部分学生将can/could等同于时态差异。 社会语言意识不足:仅半数学生能根据对话者身份调整用语(如对老师仍用Can you)。 4.教学对策 语言障碍突破:开发"主语-情态动词"配对游戏（I+Can/You+Could）。文化认知补足:课前微课对比中西请求方式。
教学目标 语言 能力 听/读: 能听懂、读懂有关请求与许可的对话。
说: 能在真实或模拟的生活情境中运用 Can/Could you... 和 Can/Could I... 进行有效、得体的口语交流。
写: 能编写相关主题的简短对话。
文化意识 引导学生理解英语交流中礼貌用语的重要性，了解中西方在提出请求和征求许可时的语用差异，培养跨文化交际意识。
通过谈论家务和社区服务，增强学生的家庭责任感和社会参与意识。
思维品质 通过观察例句、小组合作、情景演绎等方式，引导学生从被动接受知识变为主动探究和运用知识。
培养学生通过模仿、实践、反思来提升语言运用能力的策略。
学习能力 掌握并运用情态动词 can 和 could 进行礼貌的请求 (Make polite requests) 和征求许可 (Ask for permission)。 理解并运用与家务、社区活动相关的核心短语，如：sweep the floor, hang up the photos, take out the rubbish, walk the dog, take notes, clean up the community 等
教学 重难点 教学重点 教学重点: 理解并正确运用 Can/Could you... (提出请求) 和 Can/Could I... (征求许可) 的句型结构及其肯定与否定回答。
教学难点 引导学生在不同的真实生活场景中区分并使用这两种句型，并注意使用 could 时更为委婉礼貌的语气。
教学过程设计
教学环节 教师活动 学生活动 设计意图
Step 1 Lead-in 活动: 播放与“请求与许可”主题相关的视频。 提问: 1. What does this video talk about (视频讲了什么？) 2. If you have difficulties, how can you ask others for help (如果你有困难，如何向他人求助？) 引导: 引导学生回忆并说出视频中出现的动词短语（如：sweep the floor, hang out with friends等），为后续学习做词汇铺垫。 Observe the video and try to make requests by using “can/could”. 教师展示相关视频创设真实的情境，通过真实的生活情境激发学生的兴趣,让其can/could输出句型，为后续教学起了一个很好的开头，使学生快速进入学习状态。
Step 2 Presentation 活动一: 句型辨析 利用PPT中的例句，向学生清晰展示并讲解两个核心句型： Make polite requests (礼貌请求): Can/Could you (please) + do sth.
中文含义：“请你……好吗？”/“你能……吗？”
Ask for permission (征求许可): Can/Could I + do sth.
中文含义：“我能……吗？”
强调 could 比 can 语气更委婉、更正式。
活动二: 应答方式
讲解如何回答这些问句：
肯定回答: Sure. / Of course. / Certainly. / No problem.
否定回答: Sorry, I can't. I have to/must... (需给出合理解释，以示礼貌) 1.Students read the sentences and think about the questions. 2.Students have a discussion to summarize the basis for judging requests (R) and permissions (P). 3.Share the conclusions and take notes. 4.Check answers in 3a. 学生通过阅读Grammar Focus的句子进行自主探究和合作讨论，主动建构知识；教师讲解补充细节，学生记笔记，突破语法难点，掌握本课时核心语法点。
Step 3 Practice 活动一: 3a - 识别与分类
学生个人或结对完成3a练习，朗读句子并判断其是请求(R)还是许可(P)。
教师全班核对答案，并对易错点进行讲解。
活动二: 3b - 情境选择
学生完成3b的对话选择练习。
引导学生分析上下文语境，选择最合适的问句，并说明理由（如：是请求别人还是征求许可）。
活动三: 3c - 情景对话创作 (小组合作)
将学生分为若干小组，每组抽取或选择一个3c中的情景。
小组合作编写一段完整的对话，并分角色表演出来。
教师巡视指导，提供帮助。 1.Students finish the exercises on PPT. 2.Students read the dialogue and circle key information. 3.Analyze the type of request/ permission corresponding to each answer sentence, choose the answer and exchange ideas within the group. 4.Report the choice and reasons of the group. 5.Check the answers and expands the exercises. 教师通过PPT展示can/could的相关练习，趁热打铁，对刚刚讲解的知识点进行学以致用,加深学生的印象。 通过独立思考、小组协作锻炼学生语境分析与逻辑思维能力；教师点评拓展，强化重点练习，突破3b难点，提升学生解决问题的能力。
Step 4 Summary 活动一: 成果展示
邀请2-3个小组上台表演他们编写的对话。
教师和其他学生给予积极反馈和评价。
活动二: 系统总结
教师引导学生共同总结本课所学的关键句型和短语，并板书核心结构。
再次强调礼貌沟通在跨文化交流中的重要性。 1.Learn about the creative requirements. 2.Discuss and make up conversations in groups. 3.Show time. 4.Compare and perfect their own expressions. 创作多元化情境，培养学生的创新思维；小组合作促进任务完成，提高学习效率；表演评价环节让学生在实践、反馈中灵活运用知识，提升口语与跨文化交流素养。
Step 7 Homework 基础性作业: 背诵本课的重点短语和句型。
2. 应用性作业: 编写两个不同的短对话：
对话一：使用 Can/Could you... 向家人或朋友提出一个请求。
对话二：使用 Can/Could I... 向他人征求一个许可。
3. 预习作业: 预习下一部分Section B的内容。 分层作业满足不同水平的学生的需求，Level A夯实知识，打好基础；Level B促进语言实践和自主探究；Level C提升学习能力和文化视野。
板书设计 Unit 2 Home Sweet Home Grammar Focus (3a-3c) 1.用于委婉地请求别人做某事: -Could you (please) do sth /Can you do sth -OK./Certainly./Of course./With pleasure./ -No problem./Yes, sure. / … Sorry, I can’t. I have to…/I’m afraid not./ I’m afraid I can’t. I have to… 2.用于委婉地请求别人允许自己做某事: -Can / Could I do sth -Yes, good idea. / Yes, you can. /Certainly. / Yes, please. / … -Sorry, you can’t./I’m afraid you can’t. / …
教学反思 本节课通过视频导入和情景对话活动，较好地激发了学生的学习兴趣，将枯燥的语法学习融入到了真实的语言运用中。
· 小组合作编写对话的形式有效锻炼了学生的综合语言能力和合作能力。大部分学生能积极参与，但需关注基础较弱学生的参与度，可给予更多句子框架支持。
· 下一步可以增加更多贴近学生日常生活的真实情境，如请求同学帮忙、在图书馆征求许可等，进一步促进知识向能力的转化。
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一、根据汉语提示完成句子
1. We need to ______ (查明) who broke the window.
2. Please come to my office ______ (立刻；马上).
3. She is wearing a ______ (浅绿色) dress today.
4. I am ______ (考虑) where to go for my vacation.
5. We often meet ______ (在购物中心) on weekends.
6. She likes to ______ (制作海报) about her daily life on Weibo.
二、用括号内所给单词的适当形式填空
1. She always ______ (decorate) her room with beautiful pictures.
2. The book ______ (cover) many interesting topics.
3. There are two ______ (poster) on the wall.
4. Please pass me that pair of ______ (scissors).
5. He ______ (glue) the broken pieces together carefully yesterday.
三、单项选择。
1.—Jack, could you please help me take out the trash
—Sorry, ________, mum. I ________ my homework now.
A．couldn’t, am doing B．can’t, am doing
C．can’t, do D. can’t, did
2.—Jim, could I use your computer
—Yes, of course you ________.
could B．can C．must D．Should
3.—Jason, could I use your dictionary I left mine at home. —________. Here you are.
A．Of course B．It doesn’t matter
C．Sounds great D . It’s my pleasure.
4.—Could I go out for dinner with my friends, mum
—________ You have so much homework to do.
A．Yes, sure. B．Sorry, you can’t.
C．Why not D．No, you couldn’t.
5. Could you please __________ pictures on the wall —Sorry , I won’t.
A. not to draw B. not draw C. don’t draw D. not drawing
6. My mother asks me ______ the room every day.
A. clean B. to clean C. cleaning D. cleaned
7. It is important ______ English well.
A. learn B. to learn C. learning D. learned
8. I like to ______ my toys ______ my little brother.
A. share; to B. share; with C. sharing; to D. sharing; with
9. They ______ to go to the park this weekend.
A. want B. wants C. wanted D. will want
10. She often helps her mother ______ the housework.
A. do B. does C. doing D. to doing
参考答案：
根据汉语提示完成句子
1. find ou 2. right now 3. light green 4. think about
5. at the shopping centre 6. make a post
二、用括号内所给单词的适当形式填空
1. decorates 2. covers 3. posters 4. scissors 5. glued
三、选择题
1-5 BBABB 6-10
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