资源简介

单元分课时教学设计
年级科目 2025新版八上英语科 目英语
授课名称 Unit 2　Home Sweet Home
授课课时 第三课时Grammar 3a-3cSection A (1a-2d) What is fun in a yard
授课类型 语法课
授课文本
一、教材分析 Analysis of teaching material
What:这是英语语法中关于 can和could用于请求（requests）和许可（permission） 的教学板块，包含三个练习：- 3a：让学生阅读用can或could提问的句子，判断是请求（R）还是征求许可（P），体会其问答形式 ，比如“Could you please sweep the floor ” 是请求他人做事，“Can I put some flowers on the table ” 是征求做某事的许可。- 3b：从选项中选合适问题补全对话，考查对can/could在实际语境中运用的理解，通过不同答语（如 “Of course you can.”“Yes, if you are careful with it.” 等 ），匹配对应的请求或许可问句。- 3c：创设不同生活场景（在朋友家借手机、问同学英语课笔记、求助邻居开门、让同学带清洁工具 ），要求用can或could编对话，强化在真实情境中运用这两个情态动词表达请求和许可的能力。Why:- 语言功能角度：can和could是英语中表达请求、征求许可的常用情态动词，日常交流（如借东西、请求帮助、征求外出许可等场景 ）高频使用，掌握它们能让学生更顺畅地用英语沟通，满足实际生活的语言需求。- 语法学习逻辑：情态动词是英语语法重要部分，先接触can/could这类基础且实用的，能帮学生建立情态动词用法认知，为后续学习其他情态动词（如may、might等 ）打基础，逐步构建完整语法体系。
How:- 3a环节：可先让学生自主阅读问句和答语，观察can/could在句中作用，接着分组讨论判断R或P的依据（请求是让别人做某事，许可则是自己能否做某事 ），最后教师总结，明确can和could表请求、许可时的语义和结构特点。- 3b环节：先呈现对话语境，让学生分析答语隐含信息（如 “Of course you can.” 倾向许可类回答，“Yes, if you are careful with it.” 对应涉及物品使用的请求 ），再引导学生逐个匹配选项，之后可让学生分角色朗读对话，强化语境感知。- 3c环节：先引导学生理解每个场景（借助图片、简单描述梳理场景要素 ），然后让学生分组，围绕场景用can/could编对话，过程中教师巡视指导，最后选取几组展示，全班一起点评、完善，巩固用法 。 这样从识别、选择到创作，逐步深化对can和could表请求、许可用法的掌握。
二、教学内容 Teaching content
一、聚焦语法点：围绕 can 和 could 用于请求（requests）与许可（permission）的用法开展教学 。二、设置三类练习：3a 读句判请求/许可（R/P），3b 选句补全对话，3c 创情境编对话 。三、贯穿三个步骤：先识别（3a 体会问答形式 ）、再运用（3b 匹配语境选句 ）、后创作（3c 真实场景编对话 ），逐步掌握用法 。四、培养四项能力：通过不同练习，提升学生对 can/could 语义的理解能力、语境判断能力、口语表达能力和真实场景运用能力 。
三、教学目标Teaching objectives
Language Abilities (语言能力)Learn to master the basic structure and usage of Can/Could I... (ask for permission) and Can/ Could you ... (ask for requests), answer questions like these flexibly.Learning Abilities (学习能力)Learn to develop the ability of exploring the difference between Can/Could I ... and Can/ Could you... to use them in real life.Learn to work in pairs.Thinking Qualities (思维品质)Learn to stimulate the interest of English learning.Learn to lead Ss to express their thoughts.Learn to know that it’s important to be a polite person no matter in our country, in western countries or in any other places in the world.Cultural Awareness (文化意识)Learn to understand how we ask for permission and requests in English politely and how we can reply to these questions
四、教学重难点Teaching important and difficult points
Teaching important points:Learn to master the basic structure and usage of Can/Could I... (ask for permission) and Can/ Could you ... (ask for requests), answer questions like these flexibly.Teaching difficult points: Learn to develop the ability of exploring the difference between Can/Could I ... and Can/ Could you... to use them in real life.
五、教学步骤Teaching procedures
Step1.Warm-upStep2. Lead inStep3. PresentationStep4. Practice Step5.Show timeStep6.SummaryStep7.Exercise
六、教学评一体化教学过程设计Teaching process
教学步骤 教学活动 效果评价
Step1. Warm up 1.Watch and act, tell the differencebetween Can/Could I ... and Can/Could you... 观察学生是否认真观看学习，是否进入课堂状态。
【设计目的】通过观看AI视频情境创设，让学生直观地在语境中体会表达请求和许可的用法，使得can和could直观化具象化，导入话题，引发学生兴趣,加深记忆。
Step2. Lead in Step3. Presentation 1.Can you say something about the difference between Can/ Could I... and Can/Could you... 【设计目的】通过视频呈现要学习的语法点。1.3a. Read the question with can or could. Notice how they are answered.Then write R for requests or P for permission next to each question. request: the act of politely or officially asking for something 礼貌、正式的要求请求permission:If someone is given permission to do something, they are allowed to do it. 允许，许可，准许【设计目的】引导学生系统了解can和could表达请求和许可的用法，探讨其使用场景。3b. Choose the best question to complete each conversation.【设计目的】通过补全对话练习巩固can和could在实际交流中的正确运用。检查学生对所学语言点的掌握。What do you say in these situations Use can or could.【设计目的】检查学生对所学语言点在创设情境中的应用。3.3c. Work in pairs to make up conversations for each setting, using can or could. Then act them out.【设计目的】深化对can和could表请求、许可用法的掌握。 观察学生是否能说出区别。观察学生是否在认真学习语法知识点。学生是否在认真观察，对比学习，规律记忆。观察学生是否能选择出正确的选项补全对话。观察学生是否会根据所给图片用can和could造句，用法是否正确。学生是否会根据语境用can和could创设对话，内容是否正确。
Step5.Show timeStep6.SummaryStep7.Exercise 【设计目的】通过表演对话，应用实践，巩固所学语言知识点的掌握，提升口语表达技能。【设计目的】系统梳理本节课的重点语言知识。明确重点内容，避免知识碎片化。1.Watch and Learn More【设计目的】观看视频，强化语言知识点的用法，吸引学生做作业兴趣。2.Choose the best answer. 【设计目的】检查学生对重点语言知识的掌握。 观察学生是否能大声表演对话，是否流利，内容是否正确。学生是否掌握本节课的重点内容。学生是否对视频内容感兴趣。学生是否能根据语境做出正确的选择。
七、教学评价Teaching evaluation
During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. In addition, I will guide students to show their production by using the following standards.2.After class, I will ask the students to evaluate themselves in the following evaluation form.The purpose is to check the students' grasp of the key and difficult points of the class. And I can also make teaching improvements.YesNoI can read and write key words and sentences correctly.2.I can master the basic structure and usage of Can/Could I... (ask for permission) and Can/ Could you ... (ask for requests).3.I can understand how we ask for permission and requests in English politely and how we can reply to these questions.4.I can finish the learning tasks and keep up with the class.
八、板书设计Blackboard design
Unit 2 Home Sweet HomeGrammar Focus
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Make up at least three conversations of requests and permission using Can/ Could you... for requests and Can/Could I... for permission. Pay attention to the situations of requests and permission at your home, record them in English and tell the difference of them.
十、教学反思Teaching reflection
In this class, I guided students to master the basic structure and usage of Can/Could I... (ask for permission) and Can/ Could you ... (ask for requests).Most of students can grasp them and put them into practice. It was great!In addition, each student knows that it’s important to be a polite person no matter in our country, in western countries or in any other places in the world.
Step4. Practice

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