小學(xué)集體備課教案

2017八年級(jí)英語下冊第三單元集體備課教案。

2017八年級(jí)英語下冊第三單元集體備課教案

StudyingAims（學(xué)習(xí)目標(biāo)）

1.Beabletoreadthenewwordsbylookingatthepronunciation.(能根據(jù)音標(biāo)拼讀新單詞）

2.Beabletouselisteningstrategiestofinishoffthelisteningtasks.(能運(yùn)用捕捉主要信息等聽力技能完成判斷、選詞任務(wù)）

3.Beabletomakeaconversationinpairs(能進(jìn)行有禮貌請求和請求許可的對話）

Preparingforclass(候課)

Askstudentstositwellandcheckthewordswitheachother.

Studyingprocedures(學(xué)習(xí)過程）

Step1:Dailygreetingsandleadingintoanewlesson.（導(dǎo)入新課）

Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?Inthisunitwe’lltalkaboutchoresandpermission.(今天，我們將學(xué)習(xí)第三單元，本單元主要談?wù)摷覄?wù)瑣事與許可。)

Step2:Show“Studyingaims”(出示目標(biāo)）(1)

Step3:GuideOne（自學(xué)指導(dǎo)一）(4)

1.Readandunderstandthewordsbylookingatthepronunciation.(根據(jù)音標(biāo)拼讀單詞，1分鐘后比比看，誰讀得最好)(1)

2.抽讀、正音、領(lǐng)讀、齊讀(2)

3.Finish1abywritingdownAforalways,Uforusually,Oforoften,Sforsometimes,HEforhardlyeverandNfornever.(在短語旁邊用頻率副詞的首字母寫出自己做家務(wù)的頻率)

Step4:GuideTwo（自學(xué)指導(dǎo)二）(3)

1.ListenandcheckPeter’smotherorPeterwilldothesechores.

聽力策略：聽前讓學(xué)生預(yù)測可能聽到的結(jié)果，誘發(fā)其好奇心和興趣；聽中，捕捉家務(wù)名稱和說話人的語音語調(diào)；聽后，用完整的句子說出答案，旨在練語言、用語言。

2.Listenandreadalongthetape.(跟讀課本99頁的聽力材料)

Step5:GuideThree（自學(xué)指導(dǎo)三）(8)

1.Readtheconversationin1aandtranslateitbythemselves.(默讀并試著翻譯1a的對話)(1)

Makepoliterequests:

Compare：Couldyoupleasesweepthefloor?

Canyoudothedishes?

Think:Whichsoundsmorepolitetoyou?

情態(tài)動(dòng)詞can和could均可用來提出要求，但could較為委婉、客氣。Couldyouplease+…?是一個(gè)禮貌、委婉地提出要求的句式，其后加動(dòng)詞原形即可。

注意在回答時(shí)，could要用can代替。

2.Practicereading.(領(lǐng)讀，齊讀，分角色讀)(2)

3.Makeconversationsaboutthechoresin1a.(兩人小組用1a的短語練習(xí)對話)(5)

Step6:GuideThree（自學(xué)指導(dǎo)三）(15)

1.Listen.Peteraskshisfatherifhecandofourthings.Whatdoeshisfathersay?Checkyesorno.(聽錄音。彼得問他爸爸他能否做四件事。他爸爸說什么了，請?jiān)趛es或no前打鉤)

聽力策略：聽前，仔細(xì)觀察圖片，識(shí)別人物關(guān)系及對話地點(diǎn)，然后瀏覽表格中信息，明確每個(gè)短語的意思，掃清聽力障礙）

Notes:(1)stayoutlate;(2）givesb.aride/getaridefromsb.

2.Listenagain.WhydoesPeter’sfathersay“no”?Drawlinestothereasonsinthechartin2a.(再聽錄音，彼得的爸爸為什么說不？在2a的表格里面連接理由)

3.Listenandcheck.(核對答案并跟讀課本99-100頁的聽力材料)

4.MakeconversationsbetweenPeterandhisfather.(編寫彼得和爸爸之間的對話)

Step7:Exercisesinclass(當(dāng)堂訓(xùn)練)(15)

Pleasereciteanddictatethefollowingwords，phrasesandsentences.（背誦并默寫下列單詞、詞組和句子。10分鐘背誦，5分鐘默寫，小組閱，堂清)(10)

（1）做家務(wù)__________________（2）倒垃圾__________________

（3）疊衣服__________（4）掃地__________________

（5）整理床鋪__________________（6）洗碗__________________

（7）打掃客廳__________________（8）在外面呆到很晚__________________

（9）搭車__________________（10）用電腦工作__________________

（11）A:請你倒一下垃圾好嗎？______________________________________

B:是的，當(dāng)然可以。/好的，但是我想先看個(gè)節(jié)目。/沒問題。/對不起，我不能，我必須得先寫作業(yè)。

_______________________________________________________________

_______________________________________________________________

（12）A:我可以和朋友一起出去吃晚飯嗎？

_____________________________________________________________

B:當(dāng)然，應(yīng)該可以。/不，你不能。明天你有籃球比賽。

_______________________________________________________________Blackboarddesign（板書設(shè)計(jì)）

Unit3SectionA1a-2c

(1)A:Couldyoupleasetakeouttherubbish?

B:Yes,sure./OK,butIwanttowatchoneshowfirst./Noproblem.//Sorry,Ican’t.Ihavetodomyhomeworkfirst.

(2)A:CouldIgooutfordinnerwithmyfriends?

B:Sure.ThatshouldbeOK./No,youcan’t.Youhaveabasketballgametomorrow.

Reflection（教學(xué)反思）

Goforit8BUnit3Couldyoupleasecleanyourroom?Period2

SectionA2dGrammarFocus教學(xué)設(shè)計(jì)

StudyingAims（學(xué)習(xí)目標(biāo)）

1.Beabletoreadthenewwordsbylookingatthepronunciation.(能根據(jù)音標(biāo)拼讀新單詞）

2.Beabletounderstandtheconversationandrole-playit.（能夠理解對話，并進(jìn)行角色扮演）

3.BeabletosummarizeGrammarFocus.（思考并歸納：（1)請求許可的表達(dá)方式及應(yīng)答；（2)有禮貌請求幫助的表達(dá)方式及應(yīng)答；）

Preparingforclass(候課)

Askstudentstositwellandcheckthewordswitheachother.

Studyingprocedures(學(xué)習(xí)過程）

Step1:Dailygreetingsandleadingintoanewlesson.（導(dǎo)入新課）

Todaywe’lllearnUnit3SectionA2d＆GrammarFocus.(今天我們將學(xué)習(xí)第三單元SectionA2d和單元語法聚焦)

Step2:Show“Studyingaims”(出示目標(biāo)）(1)

Step3:GuideOne（自學(xué)指導(dǎo)一）(3)

1.Readthenewwordsbypronunciation.(根據(jù)音標(biāo)拼讀單詞，2分鐘后比比看，誰讀得最好)

詞匯策略：根據(jù)拼讀規(guī)則拼讀、記憶生詞，注意單詞的詞性

2.抽讀、正音、領(lǐng)讀、齊讀。(1)

Step4:GuideTwo（自學(xué)指導(dǎo)二）(13)

1.Read2dsilentlyandanswerthefollowingquestions.(快速默讀2d，尋找與問題相關(guān)的信息，用鉛筆劃出答案。2分鐘后比比看，誰做得又快有準(zhǔn))(3)

(1)Whatchoresdoesthesisterwantherbrothertodo?

(2)Wheredoyouthinktheirmotheris?

(3)Who’sreallythebossathome,theboy,thegirl,orthemother?

2.Read2dagainandtrytofindoutdifficultpoints.(3)（默讀2d，用鉛筆劃出自己不理解的短語、句型或語法結(jié)構(gòu)）

3.Listenandrepeat.(跟讀磁帶，注意模仿正確的語音語調(diào))(2)

4.Role-playtheconversationandcheckup.（分角色練習(xí)表演對話，抽查反饋）(5)

Step5:GuideThree（自學(xué)指導(dǎo)三）(13)

1.ReadGrammarFocusandtrytosummarizethecontentsbythemselves.(讀譯語法聚思考并歸納：（1)請求許可的表達(dá)方式及應(yīng)答；（2)有禮貌請求幫助的表達(dá)方式及應(yīng)答；）(7)

2.檢查、更正、點(diǎn)撥、小結(jié)(6)

Step6:Exercisesinclass(當(dāng)堂訓(xùn)練)(15)

1.Finish4aand4bbythemselves,thenchecktheanswers.（完成4a和4b，然后核對答案）(6)

2.Whatdoyouthinkyouneedtoforanactivity?Whowilldothem?Discussinagroup.(小組內(nèi)討論完成一項(xiàng)活動(dòng)需要做的事，并決定誰做。）(4)

3.Pleasetranslatethefollowingwords,phrasesandsentences,thenchecktheanswers.（翻譯下列單詞，短語和句子，核對答案）(5)

（1）雜亂__________________（2）遞給___________________

（3）借回___________________（4）借出_________________

（5）手指________________（6）厭惡___________________

（7）雜務(wù)___________________（8當(dāng)…時(shí)候(過程)____________

（9）完成做某事__________________（10）返回（狀態(tài)）________________

（11）喝的東西________________（12）遛狗____________

（13）借給某人某物______________（14）弄濕它____________

（15做雜務(wù)____________________

（16）我可以和朋友出去吃飯嗎？當(dāng)然，那應(yīng)當(dāng)可以。____________________________

（17）電影完了后我們可以買一些喝的嗎？不，不能。明天你有籃球賽。____________________________

（18）請你遛遛狗好嗎？可以，但是我想先看一個(gè)節(jié)目。____________________________

（19）如果她看到這雜亂，她會(huì)不高興。____________________________

（20）在你幫我洗盤子的過程中，我將完成我的作業(yè)。____________________________

Blackboarddesign（板書設(shè)計(jì)）

Unit3Couldyoupleasecleanyourroom?

SectionA2d＆GrammarFocus

(1)A:CouldIgooutfordinnerwithmyfriends?

B:Sure,thatshouldbeOK.

(2)A:Couldwegetsomethingtodrinkafterthemovie?

B:No,youcan’t.Youhaveabasketballgametomorrow.

(3)A:Couldyoupleasetakethedogforawalk?

B:OK,butIwanttowatchoneshowfirst.

Reflection（教學(xué)反思）

Goforit8BUnit3Couldyoupleasecleanyourroom?Period3

SectionA3a-3c教學(xué)設(shè)計(jì)

Preparingforclass(候課)

Askstudentstositwellandcheckthewordswitheachother.

StudyingAims（學(xué)習(xí)目標(biāo)）

1.Beabletousereadingstrategiestofinishoffthereadingtasks.（能運(yùn)用閱讀策略完成閱讀任務(wù)）

2.Beabletouseimportantphrasetomakeupsentences.（能運(yùn)用本課時(shí)重點(diǎn)短語造句）

Studyingprocedures(學(xué)習(xí)過程）

Step1:Dailygreetingsandleadingintoanewlesson.（導(dǎo)入新課）

Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?SectionA3a-3c.(今天，我們將學(xué)習(xí)第三單元，SectionA3a-3c)

Step2:Show“Studyingaims”(出示目標(biāo)）(1)

Step3:GuideOne（自學(xué)指導(dǎo)一）(6)

1.Readandunderstandthewordsandphrasesbylookingatthepicturesandpronunciation.(根據(jù)音標(biāo)拼讀單詞和短語，根據(jù)圖片理解漢意，2分鐘后比比看，誰讀得最好)(3)

2.抽讀、正音、領(lǐng)讀、齊讀。(3)

Step4:GuideTwo（自學(xué)指導(dǎo)二）(14)

1.Readthestoryandanswerthequestionin3a.(閱讀3a故事，回答文中的問題）(4)

閱讀策略：快速瀏覽全文，尋找與問題相關(guān)的信息，注意正確的人稱、時(shí)態(tài)和語序

2.Readthesentencesbelow.Underlinethesentencesfromthereadingthatmeanthesamething.（閱讀3b的句子，在文中意思相同的句子下劃線）(5)

閱讀策略：先理解題意，然后在文中尋找與題中陳述相關(guān)的內(nèi)容

3.Decidewhethertheunderlinedwordsinthesentencesareverbsornouns.Thenwriteanothersentenceusingtheunderlinedwordintheotherform.(判斷這些句子中的劃線單詞是動(dòng)詞還是名詞。然后用劃線單詞的另一詞性造句）(5)

Step5:GuideThree（自學(xué)指導(dǎo)三）(12)

1.Read3asilentlyandfindoutdifficultpoints.Solvethedifficultiesbyeachother.Helpthemifnecessary.（讓學(xué)生參照課本84頁的注釋3，自己找出不會(huì)的詞匯、語言結(jié)構(gòu)或文章內(nèi)容理解有困難的句子，然后小組討論，最后全班解決，教師可給予適當(dāng)?shù)慕馕龊蛶椭＃?6)

學(xué)習(xí)策略：根據(jù)上下文猜測詞義

2.Listenandrepeat.(聽錄音，跟讀磁帶，齊讀，注意語音語調(diào))(6)

Step6:Exercisesinclass(當(dāng)堂訓(xùn)練)(15)

1.Pleasereciteanddictatethefollowingwords.（背誦并默寫下列單詞）(4)

（1）扔___________（2）也不___________（3）襯衫___________

2.Translatethefollowingphrasesandsentences.(翻譯下列短語）(9)

（1)一直___________(2)一......就......___________

(3)對某人生氣___________(4)解決問題_________________

(5)放學(xué)/下班回家___________(6）扔下_______________

(7)我一坐下________(8)過來___________

(9)遛狗__________（10）生氣地回答_________________

(11)幫助做家務(wù)___________(12)整天工作_______________

(13)整晚干家務(wù)____________(14)就像......一樣......________________

(15)大聲反駁___________(16)走開_________________

(17)我也不___________(18)吃驚地_____________(19)第二天________

3.Translatethefollowingsentences.(翻譯下列句子)(2)

(1)我一坐在電視機(jī)前，媽媽就走了過來。

_____________________________________________________________________

(2)我就和你一樣累。

_______________________________________________________________________

(3)有一周時(shí)間，她沒做任何家務(wù)，我也沒做。

_______________________________________________________________________

(4)最后我終于明白我們需要分擔(dān)家務(wù)以便有一個(gè)干凈舒適的家。

_______________________________________________________________________

Blackboarddesign（板書設(shè)計(jì)）

Unit3Couldyoupleasecleanyourroom?(SectionA3a-3c)

Time：Lastmonth.

Place:Athome.

Characters:MymoherandI.

Cause:Momaskedmetotakethedogforawalk,butIrefusedangrily.

Procedures:Foroneweek,MotherdidnotdoanyhouseworkandneitherdidI.FinallyIcouldn’tfindacleandishoracleanshirt.

Result:IdecidetosharethehouseworkwithMomtohaveacleanandcomfortablehome.

Reflection（教學(xué)反思）

Goforit8BUnit3Couldyoupleasecleanyourroom?Period4

SectionB1a-1d教學(xué)設(shè)計(jì)

Preparingforclass(候課)

Askstudentstositwellandcheckthewordswitheachother.

StudyingAims（學(xué)習(xí)目標(biāo)）

1.Beabletoreadthewordsbylookingatthepronunciation.（能根據(jù)音標(biāo)拼讀單詞）

2.Beabletouselisteningstrategiestofinishoffthelisteningtasks.（能運(yùn)用聽力策略完成聽力任務(wù)）

3.Beabletomakeconversationswiththenewphrases.（能運(yùn)用所學(xué)詞匯編寫對話）

Studyingprocedures(學(xué)習(xí)過程）

Step1:Dailygreetingsandleadingintoanewlesson.（導(dǎo)入新課）

Todaywe’lllearn3SectionB1a-1d.(今天，我們將學(xué)習(xí)第三單元,SectionB1a-1d)

Step2:Show“Studyingaims”(出示目標(biāo)）(1)

Step3:GuideOne（自學(xué)指導(dǎo)一）(13)

1.Readthenewwordsbylookingatthepicturesandpronunciation.（根據(jù)音標(biāo)拼讀單詞，根據(jù)圖片理解漢意，3分鐘后比比看，誰讀得最好）（5）

2.Finish1a.(完成1a,核對答案)(4)

答題技巧：根據(jù)日常生活中的對話，分析下面的幾句話哪些是青少年請求他們的父母親允許他們做的，哪些是父母要求他們做的。

3.Usethephrasesin1atomakeconversations.(用1a中的短語編對話）（4）

Step4:GuideTwo（自學(xué)指導(dǎo)二）(14)

1.ListentoaconversationbetweenSandyandhermom.Finish1c（2）

聽力策略：熟悉1a的句子后，著重聽里面的動(dòng)詞短語，然后畫出里面出現(xiàn)的事情）

2.Listenforthefirsttime.（2）

聽力策略：第一遍聽錄音，可先整體感知對話呈現(xiàn)語境，了解所呈現(xiàn)的對話場景即可

3.Listenandwritedowntheanswersto1c.(聽錄音，寫出1c的答案)(2)

聽力策略：在大體了解了聽力內(nèi)容后，重點(diǎn)聽問題的答案。若聽力內(nèi)容對于學(xué)生來說難度較大，可將錄音分成兩部分先后播放，這樣可以降低任務(wù)難度；或者根據(jù)學(xué)生聽取信息有困難的地方，重新播放錄音，以便學(xué)生準(zhǔn)確把握信息。

4.Listenagainandchecktheanswers.(再聽錄音，核對答案)(2)

聽力策略：再次播放錄音，先讓學(xué)生檢查自己填寫內(nèi)容是否正確，然后全班核對答案

5.Listenagainandfinish1d,thenchecktheanswers.(2)（再聽一遍，完成1d并核對答案。）

6.參照100頁的聽力材料兩人一組翻譯并朗讀對話（4）

Step5:GuideThree（6）

Role-playaconversationin1e.

Step6:Exercisesinclass(當(dāng)堂訓(xùn)練)(15)

1.Pleasereciteanddictatethefollowingwords.（背誦并默寫下列單詞）(4)

（1)點(diǎn)心，小吃___________(2)精神壓力___________

(3)浪費(fèi)___________(4)提供，供應(yīng)________________

(5)而且，加之___________(6)依賴，依靠_______________

(7)發(fā)展，壯大________(8)獨(dú)立___________

(9)公正性__________(10)因?yàn)?，既然_________________

(11)鄰居___________(12)有病_______________

(13)落下____________(14)獨(dú)立的，自主的_______________

2.Translatethefollowingphrasesandsentences.(翻譯下列短語）(9)

（1)目的是，為了___________(2)依靠，信賴___________

(3)照顧，處理___________(4)參加考試_________________

3.Translatethefollowingsentences.(翻譯下列句子)(2)

(1)我能邀請我的朋友來參加聚會(huì)嗎？

_____________________________________________________________________

(2)不，你不能舉行聚會(huì)，你星期一還有一場考試。

_______________________________________________________________________

Blackboarddesign（板書設(shè)計(jì)）

Unit3Couldyoupleasecleanyourroom?(SectionB1a-1e)

gotothestorebuydrinksandsnacksdothedishes

cleanthelivingroomtakeouttherubbish

Reflection（教學(xué)反思）

Goforit8BUnit3Couldyoupleasecleanyourroom?Period5

SectionB2a-2e教學(xué)設(shè)計(jì)

Preparingforclass(候課)

Askstudentstositwellandcheckthewordswitheachother.

StudyingAims（學(xué)習(xí)目標(biāo)）

1.Beabletogetthemainideaofthestoryaccordingtothedialogues.（能總結(jié)故事情節(jié)要點(diǎn)）

2.Beabletousereadingstrategiestofinishoffthereadingtasks.（能運(yùn)用閱讀策略完成閱讀任務(wù)）

Studyingprocedures(學(xué)習(xí)過程）

Step1:Dailygreetingsandleadingintoanewlesson.（導(dǎo)入新課）

Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?SectionB2a-2e.(今天，我們將學(xué)習(xí)第三單元，SectionB2a-2e)

Step2:Show“Studyingaims”(出示目標(biāo)）(1)

Step3:GuideOne（自學(xué)指導(dǎo)一）(22)

1.Discussthequestionswithyourpartner.(和同伴討論2a的問題，抽查）(2)

閱讀策略：激發(fā)閱讀欲望和參與活動(dòng)的意識(shí)

2.TheSundayMailmagazineinvitedparentstowriteaboutwhethertheythinkyoungpeopleshoulddochoresathome.Skimthefollowingletters.Whichoneagreesandwhichonedisagrees?(《星期日郵報(bào)》雜志邀請家長們寫點(diǎn)關(guān)于他們是否認(rèn)為年輕人應(yīng)該在家里做家務(wù)的情況。瀏覽下面的信，哪一封同意，哪一封不同意？）(3)

閱讀策略：快速閱讀文章的開頭和結(jié)尾

3.AccordingtoMs.MillerandMr.Smith,whataretheprosandconsaboutkidsdoingchores?（根據(jù)史密斯先生和米勒女士的信，贊成和反對孩子做家務(wù)的論據(jù)是什么？）(6)

閱讀策略：閱讀全文，找尋、篩選、判斷、歸納兩者對待孩子做家務(wù)的不同觀點(diǎn)

4.Writeonesentencewitheachphrasefromtheletters.(用信中的每一個(gè)短語造句）(5)

5.Discussthequestionswithapartner.(和同伴討論2e的兩個(gè)問題）(6)

Step4:GuideTwo（自學(xué)指導(dǎo)二）(12)

1.Read3asilentlyandfindoutdifficultpoints.Solvethedifficultiesbyeachother.Helpthemifnecessary.（讓學(xué)生參照課本85頁的注釋4、5、6，自己找出不會(huì)的詞匯、語言結(jié)構(gòu)或文章內(nèi)容理解有困難的句子，然后小組討論，最后全班解決，教師可給予適當(dāng)?shù)慕馕龊蛶椭＃?6)

學(xué)習(xí)策略：根據(jù)上下文猜測詞義

2.Listenandrepeat.(聽錄音，跟讀磁帶，齊讀，注意語音語調(diào))(6)

Step5:Exercisesinclass(當(dāng)堂訓(xùn)練)(10)

1.Translatethefollowingphrasesandsentences.(翻譯下列短語）(6)

（1)幫忙做家務(wù)___________(2)邀請某人做某事___________

(3)如今___________(4)有足夠的學(xué)業(yè)壓力___________

(5)有時(shí)間做某事___________(6)浪費(fèi)時(shí)間______

(7)在某事上花費(fèi)時(shí)間_______（8)為了做某事___________

(9)上一所好大學(xué)__________(10)長大___________

(11)對某人來說沒必要做某事________(12)給某人提供某物___________

(13)太依靠某人_______(14)提高孩子的獨(dú)立性_______

(15)照顧自己___________(16)盡自己的職責(zé)做某事___________

（17)保持干凈整潔________(18)在第一年期間____________

(19)不知道_________(20)結(jié)果_________________

(21)根據(jù)___________(22)贊成和反對________

(23)做某事是不夠的_________(24)越早......越好_______

2.Translatethefollowingsentences.(翻譯下列句子)(4)

(1)給孩子在家里提供一個(gè)干凈舒適的環(huán)境是父母的職責(zé)。

___________________________________________________________________

(2)簡直是浪費(fèi)時(shí)間。_______________________________________

(3)對孩子們來說學(xué)會(huì)如何做家務(wù)并且?guī)椭改缸黾覄?wù)事是很重要的。

___________________________________________________________________

(3)對孩子們來說學(xué)會(huì)如何做家務(wù)并且?guī)椭改缸黾覄?wù)事是很重要的。

___________________________________________________________________

Blackboarddesign（板書設(shè)計(jì)）

Unit3Couldyoupleasecleanyourroom?(SectionB2a-2e)

ProsCons

Reflection（教學(xué)反思）

Goforit8BUnit3Couldyoupleasecleanyourroom?Period6

SectionB3a-SelfCheck教學(xué)設(shè)計(jì)

Preparingforclass(候課)

Askstudentstositwellandcheckthewordswitheachother.

StudyingAims（學(xué)習(xí)目標(biāo)）

1.Beabletoshowthedifferentopinionsaboutwhetherthechildrendosomechoresathome.（能夠表達(dá)“學(xué)生是否應(yīng)該做家務(wù)”的不同觀點(diǎn)）

2.Learntowritealettertoexpressyouropinionaboutthechores.（學(xué)寫一封信表達(dá)自己對“學(xué)生是否應(yīng)該做家務(wù)”的觀點(diǎn)）

Studyingprocedures(學(xué)習(xí)過程）

Step1:Dailygreetingsandleadingintoanewlesson.（導(dǎo)入新課）

Todaywe’lllearnUnit3SectionB3a-SelfCheck.(今天我們將學(xué)習(xí)第三單元SectionB3a-SelfCheck)

Step2:Show“Studyingaims”(出示目標(biāo)）(1)

Step3:GuideOne（自學(xué)指導(dǎo)一）(2)

1.Readthenewwordsbylookingatthepicturesandpronunciation.(根據(jù)音標(biāo)拼讀單詞，根據(jù)圖片理解漢意，1分鐘后比比看，誰讀得最好)

2.抽讀、正音、領(lǐng)讀、齊讀。

Step3:GuideTwo（自學(xué)指導(dǎo)二）(8)

1.Lookatthewordsinthebox,readandtranslatethem.(讀并翻譯3a表格中的詞)（1）（www.36gh.COm 合同范本網(wǎng)）

2.Fillinthechart.Thenchecktheanswers.(根據(jù)要求完成表格,然后核對答案)（7）

Step4:GuideTwo（自學(xué)指導(dǎo)三）(19)

1.Readandtranslatethesentencesin3b.(讀并翻譯3b的提示語)（2）

2.Howtowritealettertoexpressyouropinionaboutthechores.（學(xué)寫一封信表達(dá)自己對“學(xué)生是否應(yīng)該做家務(wù)”的觀點(diǎn)）（2）

Summarizethewaystowritealettertoexpressyouropinionaboutthechores,suchasthepros,thecons,thereasonsandsoon.(總結(jié)寫作方法,如：做家務(wù)好的地方，不好的地方，原因等)

3.Writealettertoexpressyouropinionaboutthechores.（學(xué)寫一封信表達(dá)自己對“學(xué)生是否應(yīng)該做家務(wù)”的觀點(diǎn)）（15）

（1）AskoneortwostudentstowritetheconversationsontheBb.Theotherswriteintheexercisebooks.（讓1-2名學(xué)生在黑板上寫，其余同學(xué)在本上寫。）（10）

（2）ChecktheconversationsontheBbtogether.(學(xué)生修改黑板上的文章)（3）

（3）Presenttheconversationswrittenbythestudentsontheprojector.(用實(shí)物投影展示學(xué)生作品，賞析并改錯(cuò))（2）

寫作指導(dǎo)：

（1）本文寫作內(nèi)容為寫一封信表達(dá)自己對“學(xué)生是否應(yīng)該做家務(wù)”的觀點(diǎn)。因此在寫句子時(shí)應(yīng)用一般現(xiàn)在時(shí)態(tài)，并注意書信的寫作格式。

（2）參照寫作方法，根據(jù)3b中的要點(diǎn)提示，完成句子。

（3）最后，再通讀一遍自己寫的文章，看是否通順和正確。

Step5:Exercisesinclass(當(dāng)堂訓(xùn)練)(15)

SelfCheck.Dotheexercisesbyyourselves.Thencheckingroups.Ifyouhaveanyquestions,asktheteacherforhelp.(自己完成自測題，小組核對答案。如果有疑問，向老師尋求幫助)

Blackboarddesign（板書設(shè)計(jì)）

Unit3Couldyoupleasecleanupyourroom?(SectionB3a-SelfCheck)

Students’compositions.

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2017八年級(jí)英語下冊第三單元復(fù)習(xí)資料

2017八年級(jí)英語下冊第三單元復(fù)習(xí)資料

第三單元知識(shí)點(diǎn)

◆unit3WhatwereyoudoingwhentheUFOarrived?

知識(shí)點(diǎn)：

過去進(jìn)行時(shí)

a)過去進(jìn)行時(shí)由“was/were+動(dòng)詞ing形式”構(gòu)成。以動(dòng)詞work為列，b)其肯定式，c)否定式，d)疑問式以及簡略答語見下表：

肯定式：I/He/She/Itwasworking.We/You/Theywereworking.

否定式：I/He/She/Itwasnotworking.We/You/Theywerenotworking.

疑問式和簡略答語：WasIworking?Yes,youwere.

Washeworking?No,hewasn’t.

wasnot常簡略為wasn’t;werenot常簡略為weren’t

e)過去進(jìn)行時(shí)的用法：過去進(jìn)行時(shí)表示過去某一時(shí)刻或某一段時(shí)間正在進(jìn)行的動(dòng)作。這一特定的過去時(shí)間，f)除有上，g)下文暗示以外，h)一般用時(shí)間狀語來表示

not…until直到…才。表示動(dòng)作在某時(shí)之前尚未開始，直到此時(shí)動(dòng)作才開始。not…until可以用after或when來代替，但主句謂語動(dòng)詞要用肯定形式。Until為連詞時(shí)后接時(shí)間狀語從句，until作介詞時(shí)，后面接表示時(shí)間的名詞。Until用于肯定句多表示動(dòng)作或狀態(tài)一直延續(xù)到until所表示的時(shí)間為止，意思為“直到…”from..till…中till往往表示不太具體的時(shí)間。From…to…或from…until常用來表示具體的時(shí)間。

findit…todo，it在此句中為形式賓語代表動(dòng)詞不定式，動(dòng)詞不定式為真正的賓語，常用于這種用法的動(dòng)詞有find,feel,think,make等。

“疑問詞+不定式“結(jié)構(gòu)相當(dāng)于一個(gè)名詞性從句，常?？捎猛瘸煞值膹木浯?。改寫時(shí)，只需在疑問詞后面加一個(gè)適當(dāng)?shù)闹髡Z（這個(gè)主語一般與主句的主語一致），并將不定式改成適當(dāng)形式的謂語即可。如，Wheretogoisstillaquestion.=Whereweshouldgoisstillaquestion.

when與while:when連接的狀語從句是個(gè)特殊句型，“前一個(gè)分句（謂語動(dòng)詞用過去進(jìn)行時(shí)）+when(作并列連詞，意思為“這時(shí)，突然”)+后一個(gè)分句（謂語動(dòng)詞用一般過去時(shí)）”表示在前一個(gè)動(dòng)作正在進(jìn)行的過程中突然發(fā)生了后一個(gè)動(dòng)作，when強(qiáng)調(diào)動(dòng)作的突然性，when后面的動(dòng)詞為非延續(xù)性動(dòng)詞；while表示“在….過程中”，強(qiáng)調(diào)在一段時(shí)間內(nèi)，所以while引導(dǎo)的從句中的謂語動(dòng)詞必須為延續(xù)性動(dòng)詞。在狀語從句中，若從句放在句首時(shí)，應(yīng)用逗號(hào)與主句隔開。

八年級(jí)英語下冊第二單元集體備課英文教案

每個(gè)老師不可缺少的課件是教案課件，大家在認(rèn)真寫教案課件了。是時(shí)候?qū)ψ约航贪刚n件工作做個(gè)新的規(guī)劃了，未來的工作就會(huì)做得更好！究竟有沒有好的適合教案課件的范文？小編收集并整理了“八年級(jí)英語下冊第二單元集體備課英文教案”，供大家參考，希望能幫助到有需要的朋友。

Unit2WhatshouldIdo?

I.Teachingaimsandteachingdemands:

Inthisunitstudentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

argue,loud,original,outofstyle,tutor,upset,adult,

Recycling:problem,sorry,part-time,important,friend,money,home,new,easy,letter,ticket,ballgame,surprise,colorful,borrow,write,callsomeoneup,gotosomeone’shouse,everynight

B.Targetlanguage

MybrotherplayshisCDtooloud.

WhatshouldIdo?

Whydon’tyoutalktohimaboutit?

C.Structures

Modalscould,should

Whydon’tyou…?(formulaic)

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Thisunitisdividedintosevenperiods.

Lesson1Speakandlisten

SectionA1a---1c

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

keepout,play,loud,argue,wrong,What’swrong?outofstyle,could,should,

B.Targetlanguage

MybrotherplayshisCDstooloud.

Maybeyoushouldbuysomenewclothes.

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Dictation

Task2.Askandanswer.

Questionsaboutfuturewithwill.

Activity2.Presentation

Thisactivityintroducessomenewvocabulary.

Task1.Makeatwo-columnchartontheboardwiththeheadingProblematthetopofcolumn1andtheheadingAdviceatthetopofcolumn2.Thenaskthestudentstotellyouwhatyoucoulddoaboutit.

Problem

IwanttobuyanewguitarbutIdon’thaveenoughmoney.Advice

1.Waituntilnextyear.

2.Don’tbuyaguitar.

3.Borrowone.

4.Buyausedguitar.

5.Getapart-timejob.

Task2.Thenreadtheproblemtotheclassagain.Thenwritethewordscould,should,andshouldn’tontheboardnexttothechart.Readtheproblemtotheclassagainandhelptheclassgiveadviceusingthewordscould,should,andshouldn’t.

Task3.Askthestudentstofinishthetaskin1a.

Teach:Seriousproblemisaverybadproblem,averybigproblem.Outofstylemeansnotinfashion.

enoughmoney:Idon’thaveenoughmoneytobuyabike.

AskthestudentstowritetheproblemsintheseriousorNotseriouscolumn.

Task4.Talkabouttheanswers.

Ask,Whoput“Myparentswantmetostayathomeeverynight?”theseriouscolumn?Askthesamequestionsabouttheotheritems.Discusswhichproblemsstudentsthoughtwerethemostserious.

Activity3.Listenandcircletheproblemsyouhearinactivity1a.

Task1.Pointtothepicturesinactivity1a.Askdifferentstudentstosaywhattheyseeineachpicture.Readtheinstructionstostudents.

Task2.Playtherecordingthefirsttime.Studentsonlylisten.

Task3.Playtherecordingasecondtime.Studentscircletheproblemstheyhear.Thenchecktheanswers.

Step4.Pairwork

Askthestudentstolookattheproblemsinactivity1aandmakeconversations.

Homework

1.Makeupyourownconversations.

2.Maketensentenceswithcould,shouldandshouldn’t.

Lesson2Listenandspeak

SectionA2a---GrammarFocus

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

callsb.up,ticket,surprise,onthephone,What’sthematter?

B.Targetlanguage

Youcouldgotohishouse.

Youcouldgivehimatickettoaballgame.

WhatshouldI/he/theydo?

III.Teachingmethods:Audio-lingualmethodsandPPP

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Checkthehomework.Askandanswer.

Task2.Revisethevocabulary.

Activity2.Listeningandcircling.

Task1.Readtheinstructions.Learnthekeyvocabulary.

Readandrepeatthephrases.

Task2.YouwillhearaconversationbetweenNariandafriend.

Playtherecordingtwiceandstudentscircletheword,Nari’sfriendusestogiveadvice.

Thenchecktheanswers.

Activity3.Listening

Task1.Readtheinstructions.Showstudentstheexamplematch.

Task2.Playtherecordingagainandchecktheanswers.

Activity4.Groupwork

Task1.Readtheinstructionsfortheactivity.

Task2.Pointtotheexampleinthesampledialogue.Asktwostudentstoreadtheconversationtoclass.

Task3.AskstudentstoroleplayaconversationbetweenNariandhisfriendusingthesetwosetsofsentences.Thenhavethestudentsworkinpairs.

Task4.Checktheanswersbycallingondifferentpairstosayaconversationtotheclass.

Activity5.GrammarFocus

Reviewthegrammarbox.askthestudentstosaythequestionsandtheresponses.Explainthatthewordshouldisalwaysusedtoaskforadvice,butthewordscould,should,andshouldn’tareusedtogiveadvice.Couldisalessseriouswordthanshould.

Payattentiontothequestionsandanswers,askandanswerloudly.

Homework

1.Reviewtheconversationandthevocabulary.

2.Writeyourownconversationsongivingadvice.

Lesson3Readingandwriting

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

payfor,part-timejob,okay,either,bake,TeenTalk,tutor,need,maybe,goodidea,badidea,okayidea

B.Targetlanguage

WhatshouldIdo?

ThenIthinkyoushouldgetapart-timejob.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:apicture

V.Teachingprocedure

Activity1.Revision

Task1.Revisethevocabularyandthekeystructures.

Task2.Dictation.

Activity2.Readingandwriting

Task1.Readtheinstructions.WritethepossibleresponsesontheBbandaskastudenttoreadtheresponsestotheclass.Discussthethreeresponsesandbesurestudentsunderstandhowtheresponsesareused.

Task2.Askfourstudentstoreadtheconversationtotheclass.

Askthestudentstofillintheblank.

Thenaskandansweringroups.

Activity3.Pairwork

Task1.Readtheinstructions.Andthenasktwostudentstoreadthesampleconversationn.

Task2.Askthestudentstosaysomewaystogetmoneythataren’tinthebook.

Task3.askthestudentstoworkwithpartnersastheyaskforandgiveadvice.Thenasktwoorthreepairsofthestudentstosaytheirconversationstotheclass.

Activity4.Pairwork

Thisactivityprovidesanopportunityforstudentstousethelanguageoftheunittogiveadvice.

Task1.Readtheinstructions.Thenasktwostudentstoreadthedialogue.

Task2.Askanotherpairofstudentstogivetheiradviceonanothertopic.Pickatopicofcurrentinterestinthenews.

Homework

1.Reviewthevocabularyandtargetlanguage.

2.Writeyourownconversationsaboutproblemsandadvice.

Lesson4SectionB

I.Teachingaimsanddemands:

Studentspracticeusingthetargetlanguage.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

original,thesameas,instyle,nicer,haircut,inexpensive,comfortable

B.Targetlanguage

IthinkErinshouldtellherfriendtogetdifferentclothes.

Friendsshouldn’twearthesameclothes.

Theyarethesameasmyfriend’sclothes.

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Thisactivityintroducesthekeyvocabulary.

Task1.Readtheinstructionsin1a.Askastudenttoreadthesentencestotheclass.ReadeachsentenceagainandasktheSstorepeatit.Thenexplainintheirownwordsthateachsentencemeans.

Forexample:T:Whatdoesoriginalmean?

S1:Differentfromothers.Notthesame.

T:Correct.Whensomethingisoriginal,itisnotlikealltheothers.Canyougiveanexample?

S1:Mywatchdoesn’thavenumbersonit.Ithaspicturesoffacesinsteadofnumbers.Mywatchisoriginal.

T:Correct.It’snotlikealltheothers.

Task2.Pointoutthewrite-inlineinfrontofeachsentence.writeVIifthestatementisveryimportanttoyou,writeIifthestatementissomewhatimportanttoyou,andwriteNIifitisnotimportant.

Task3.Talkabouttheanswerswiththeclass.

Activity2.Listening

Task1.Readtheinstructions.

Pointtothethreeitemsstudentswillbelisteningfor:

Sayyouwillbelisteningtoaradioadviceprogram.Peoplecallinforhelpwithaproblemandotherpeoplecallupwithadvice.Theywillbetalkingaboutoneoftheseproblems.Pleasechechtheproblemtheytalkabout.

Task2.Playtherecordingthefirsttime.Studentsonlylisten.

Task3.Playtherecordingasecondtime.Askthestudentstoputacheckinfrontoftheseproblems.Thenchecktheanswer.

Activity3.Listeningandwriting

A.Listencarefullyandfillinthechartwiththeadvicethatyouhear.Thenchecktheanswers.

B.Listenagainandfillinthechart.Thenchecktheanswers.

Activity4.Pairwork

Task1.Readtheinstructions.

Task2.Asktwostudentstoreadtheconversationtotheclass.

Task3.WorkwiththepartnersandsaywhatdoyouthinkErinshoulddo.

Asksomepairsofstudentstosaypartoftheirconversationtotheclass.

Homework

1.Reviewthevocabulary.

2.Writeyourownconversationsaboutadvice.

Lesson5Readingandwriting

I.Teachingaimsanddemands:

Studentspracticethetargetlanguagebyreadingandwriting.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

except,upset,findout,dowrong,whattodo,lonely,argue

B.Targetlanguage

WhatshouldIdo?

Youcouldbemorefriendly.

Youshouldtrytobefunny.

Everyoneelseinmyclasswasinvitedexceptme.

I’mveryupsetanddon’tknowwhattodo.

Ijustfoundoutthatmyfriendswereplanningabirthdaypartyformybestfriend,…

III.Teachingmethods:Audio-lingualmethodsandControl-writing.

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Step1.Revision

Task1.Checkthehomework.Askandanswer.

Task2.Revisethevocabulary.

Step2.Readingandwriting

Task1.Teachthesewords:

except:EveryonehasabikeexceptJim.

EveryonehasabikebesidesJim.

findout:learn,Pleasefindoutwheretheylive.

Ican’tthinkwhatIdidwrong.

Idon’tknowwhattodo.

Task2.Askthestudentstoreadtheinstructions.

Task3.Askthestudentstoreadtheletterandunderlinetheproblemontheirown.

Correcttheanswers.

Step3.Writing

Task1.Readtheinstructions.

Askastudenttosaysomeoftheadvicetheymightgive.Writethekeywordsontheboard.

Task2.Askthestudentstowritethelettersontheirown.

Task3.Asksomestudentstoreadtheirletterstotheclass.

Step4.Writingonyourown.

1.readtheinstructions.

2.askthestudentstosaysomeproblemstheymightwriteabout.

3.asksomestudentstoreadtheirletters.

Step5.Groupwork

1.Askthestudentstoreadtheinstructions.

2.Asktwostudentstoreadthedialogue.

3.Askanotherpairofstudentstogivetheiradviceforoneoftheproblems.

4.Askstudentstocompletetheworkingroups.

5.Askafewstudentstosharethesampleconversations.

Step6.SelfCheck

1.Askthestudentstodotheexercisesontheirown.Thenchecktheanswers.

2.Readtheletterandthenwritesomeadvice.

3.Askafewstudentstoreadtheirlettersofadvice.

4.Justforfun.Asktwostudentstoreadtheconversationtotheclass.

Homework

1.Reviewthevocabulary.

2.Finishoffthewritingexercises.

Lesson6Readingandwriting

I.Teachingaimsanddemands:

Studentslearntomasterthereadingskills.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

until,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…

B.Targetlanguage

Whatshouldyoudotorelax?

Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:atape-player

V.Teachingprocedure

Activity1.Revision

Task1.Revisethevocabularyandthekeystructures.

Task2.Dictation.

Activity2.BeforeYouRead

Task1.Readtheinstructions.

1.Encouragethestudentstothinkaboutlifeoutsideschoolhours.ListthemontheBb.

2.AskthestudentstousethelistontheBbtocompletethetwoboxeslabeled‘Ido’,and‘Idon’tdo-‘.Theyarefreetoaddanyoreactivitiestheydo,ordon’tcurrently.

3.Askafewstudentstosharewhattheyhavewritten.

Task2.Teachthestudentsaboutusingadictionary.

1.Explainthatadictionarycanhelpstudentslearnindependently.Theycanlearnnewwords,howtopronouncethem,andhowtousethemcorrectly.

2.Letthestudentstolookupthewordsinthebox.

3.Haveabriefmemoryquizonallthewords.

4.DiscussthepointsmadeintheReadingStrategyaboutusingabilingual,learner’sandelectronicdictionary.

Activity3.WhileYouReading

Task1.Askthestudentstoreadandnoticethewordstheyhavejustlookedupintheirdictionaries.Readthesentencestotheclass.

Task2.Askthestudentstoreadthepassageloudly.

Homework

1.Reviewthevocabularyandtargetlanguage.

2.Writeyourownconversationsaboutproblemsandadvice.

Lesson7Readingandwrite

I.Teachingaimsanddemands:

Studentslearntomasterthereadingskills.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

until,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…

B.Targetlanguage

Whatshouldyoudotorelax?

Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:atape-player

V.Teachingprocedure

Activity1.Revision

Task1.Dictation.

Task2.Readthepassagetotheclass.

Activity2.AfterYouRead

Task1.Readthestatements.

Task2.Discusswithyourpartners.

Task3.Askeachgrouptoreporttheirideastotheclass.

Activity3.writing

AskthestudentstowriteasentenceoftheirownusingthewordsfromtheboxinSection1b.

Activity4.Writing

Task1.Readtheinstructions.

Task2.Reviewlanguageusedforadvice.ThenimagineyouareDrAliceGreen.WritealettertoCathyTaylor.Giveadviceaboutwhatsheshoulddowithherchildren.

Activity5.Goforit!

1.WritePressureontheBb.Makeasurveywithtwoquestions:

Whendoyoufeelunderpressure?

Whatshouldyoudotorelax?

2.Ifthereissomeoneinyourclasswhohasabigproblem,makeaplantohelpthem.

Homework

1.Reviewthevocabulary.

2.Finishwritingtheletter.

2017八年級(jí)下冊英語第三單元重點(diǎn)句型匯總（人教版）

2017八年級(jí)下冊英語第三單元重點(diǎn)句型匯總（人教版）

1.Couldyoupleasecleanyourroom?你能打掃一下你的房間嗎？

2.Ihavetodosomework.我必須干些活。

3.CouldIuseyourcomputer?我可以用一下你的電腦嗎？

4.Shewontbehappyifsheseesthismess.如果她看到這樣亂七八糟的話，她會(huì)不高興的。

5.Foroneweek,shedidnotdoanyhouseworkandneitherdidI.整整一周，她什么家務(wù)活都不干了，我也一樣。

6.MymomcameoverassoonasIsatdowninfrontoftheTV.我一在電視機(jī)前坐下，我媽媽就過來了。

7.Ihatetodochores.我不喜歡做雜務(wù)。

特殊句型

1、as---as---與---一樣，用于同級(jí)比較。第一個(gè)as為副詞，后跟形容詞或副詞的原級(jí);第二個(gè)為連詞，引導(dǎo)比較狀語從句。

否定形式：notas/so---as---,不如----

2、neither+連系動(dòng)詞be/助動(dòng)詞/情態(tài)動(dòng)詞+主語----也不。

這是一個(gè)倒裝句，表示上句否定的情況也同樣適合后者。

So+連系動(dòng)詞be/助動(dòng)詞/情態(tài)動(dòng)詞+主語----也是。

這是一個(gè)倒裝句，表示上句肯定的情況也同樣適合后者。

拓展：neither+主語+連系動(dòng)詞be/助動(dòng)詞/情態(tài)動(dòng)詞----的確不是這樣。(表示說話者同意上文中說話者的否定觀點(diǎn)。)

So+主語+連系動(dòng)詞be/助動(dòng)詞/情態(tài)動(dòng)詞-----的確是這樣。

表示說話者同意上述說話者說出的觀點(diǎn)。

1、doone’spartin(doing)sth盡某人的職責(zé)做某事。

2、The+比較級(jí)，the+比較級(jí)表示越----，就越-----

比較級(jí)+比較級(jí)表示越來越------

重點(diǎn)語法

can的用法：

1)請求別人時(shí)通常用此句型，也可以說：Canyou...please?情態(tài)動(dòng)詞could或can在這里均表示請求，在意思上無區(qū)別，但是用could在于其上顯得更委婉、客氣、誠懇。在日常生活中常使用couldyou/I...?若在句末加上please，則顯得更禮貌。

Couldyouhelpmefindmybook,please?你能幫我找到我的書嗎?

(2)對couldyou/I...?的問句作出肯定回答，常用“sure/certainly/ofcourse”等;如果作否定回答，常用“sorry或oh,pleasedon’t”。一般不用no開頭，用no顯得語氣生硬、不禮貌。

(3)表示請求的句式：

Wouldyouliketodo...?Wouldyouminddoing...?Let’sdo....ShallI/wedo...?

Pleasedo...(祈使句前加please)

提示：couldyouplease...與couldIPlease...兩種問句，前者是請求別人幫忙的句式，后者是有禮貌地向別人請求允許的交際用語。試比較：

Couldyoupleasehelpme?請你幫我一下好嗎?

CouldIpleaseinvitemyfriendstomybirthdayparty,Mom?媽媽，我能邀請我的朋友參加我的生日聚會(huì)嗎?

2.could的用法：

(1).can的過去式，意為“能、會(huì)”，表示能力時(shí)一般譯為“能、會(huì)”，即有種能力，尤其是生來具備的能力，此時(shí)may和must均不可代替它。如：Shecanswimfast,butIcan’t.她能游得很快，但我不能。Icanseewithmyeyes.我用眼睛看。

(2).could在疑問句中，表示委婉的語氣，此時(shí)could沒有過去式的意思。如:Couldyoudomeafavour?你能幫我個(gè)忙嗎?—CouldIuseyourpen?我能用一下你的鋼筆嗎?—Yes,youcan.可以。(注意回答)

常用于否定句和疑問句中，此時(shí)can’t譯為“不可能”?！狢anitbeourteacher?那個(gè)人有可能是我們老師嗎?—No,itcan’tbeourteacher.HeisonavisittotheGreatWall.不可能。咱們老師正在游覽長城呢。