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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,insurpr
2、ise,getsomethingtodrink,hangout,getitwet,finishreading,sharethehousework1.1.1.1.2Forcomprehending:reply,angry,comfortable1.1.1.2SentenceStructures1)IthrewdownmybagandIwenttothelivingroom.2)TheminuteIsatdowninfrontoftheTV,mymomcameover.3)Couldyoupleasetakethedogforawalk?4)I’mju
3、stastiredasyouare!5)Foroneweek,shedidnotdoanyhouseworkandneitherdidI.6)Thenextday,mymomcamehomefromworktofindthehousecleanandtidy.7)“Whathappened?’’sheaskedinsurprise.8)Couldwegetsomethingtodrinkafterthemovie?9)CouldIhangoutwithmyfriendafterthemovie?10)MymomcameoverassoonasIsa
4、tdowninfrontoftheTV.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
5、为can的过去式，表示能力。)ThebasketballcouldbeTom’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.(w
6、hile此处作连词，意为“当......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?”.1.1.2.2ToenableSstolearnsomeofthekeywordsandexp
7、ressionsinthereadingpassage.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1.2.1EnableSstole
8、arnandapplythesentencepatterns.1.2.2EnableSstoapplyhowtomaker
