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1、Unit3SectionA(3a-4c)1.0Teachinganalysis教情分析1.1Teachingobjectives教学目标1.1.1Languagegoals语言目标1.1.1.1KeyWordsandChunks1.1.1.1.1Forapplying:throw,neither,shirt,pass,borrow,lend,finger,hate,chore,while,allthetime,assoonas,theminute,takethedogforawalk,helpout,comehomefromwork,insurprise,
2、getsomethingtodrink,hangout,getitwet,finishreading,sharethehousework1.1.1.1.2Forcomprehending:reply,angry,comfortable1.1.1.2SentenceStructures1)IthrewdownmybagandIwenttothelivingroom.2)TheminuteIsatdowninfrontoftheTV,mymomcameover.3)Couldyoupleasetakethedogforawalk?4)I’mjustastire
3、dasyouare!5)Foroneweek,shedidnotdoanyhouseworkandneitherdidI.6)Thenextday,mymomcamehomefromworktofindthehousecleanandtidy.7)“Whathappened?’’sheaskedinsurprise.8)Couldwegetsomethingtodrinkafterthemovie?9)CouldIhangoutwithmyfriendafterthemovie?10)MymomcameoverassoonasIsatdowninfront
4、oftheTV.11)I’llfinishmyhomeworkwhileyouhelpmewiththedishes.1.1.1.3GrammarFocus1)Couldyoupleasetakethedogforawalk?/CouldIhangoutwithmyfriendafterthemovie?(情态动词could用于有礼貌地向对方提出请求或请求对方的许可,用于疑问句中,可代替can,比can更委婉、有礼貌。其回答没有固定的形式,但要符合上下文的语境。)Hesaidthathecouldn’tcome.(could为can的过去式,表示能力。)T
5、hebasketballcouldbeTom’s.Helikesplayingbasketballverymuch.(表示可能性,指对将来、现在或过去某种可能的推测。)1)MymomcameoverassoonasIsatdowninfrontoftheTV.(assoonas意为“一.....就.....”,引导时间状语。通常情况下主从句时态要一致,但主句用一般将来时,从句则用一般现在时表将来,即“主将从现”。)2)I’llfinishmyhomeworkwhileyouhelpmewiththedishes.(while此处作连词,意为“当......
6、时候”,引导时间状语从句,从句动词须要用延续性动词。)Iwassleepingwhilemymotherwascooking.(此处while意为“然而”,表示两种情况的对比。)1.1.1Abilitygoals能力目标1.1.2.1ToenableSstomakepoliterequestsandaskforpermissionusingthetargetlanguage“Couldyou/I/wedosth?”.1.1.2.2ToenableSstolearnsomeofthekeywordsandexpressionsinthereadingpass
7、age.1.1.2Emotionalgoals情感目标1.1.3.1ToguideSstomakerequestsandaskforpermissionpolitely.1.1.3.2ToencourageSstosharethehouseworkwiththeirmothers.1.1.2.3TomakeSslearntobepoliteandlovedoinghousework.1.2Importantanddifficultteachingpoints教学重难点1.2.1EnableSstolearnandapplythesentencepatter
8、ns.1.2.2EnableSstoapplyhowtomaker