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1、Unit3SectionA（3a-4c）教案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
2、,comehomefromwork,insurprise,getsomethingtodrink,hangout,getitwet,finishreading,sharethehousework1.1.1.1.2Forcomprehending:reply,angry,comfortable1.1.1.2SentenceStructures1)IthrewdownmybagandIwenttothelivingroom.2)TheminuteIsatdowninfrontoftheTV,mymomcam
3、eover.3)Couldyoupleasetakethedogforawalk?4)I’mjustastiredasyouare!5)Foroneweek,shedidnotdoanyhouseworkandneitherdidI.6)Thenextday,mymomcamehomefromworktofindthehousecleanandtidy.7)“Whathappened?’’sheaskedinsurprise.8)Couldwegetsomethingtodrinkafterthemov
4、ie?9)CouldIhangoutwithmyfriendafterthemovie?10)MymomcameoverassoonasIsatdowninfrontoftheTV.11)I’llfinishmyhomeworkwhileyouhelpmewiththedishes.1.1.1.3GrammarFocus1）Couldyoupleasetakethedogforawalk?/CouldIhangoutwithmyfriendafterthemovie?（情态动词could用于有礼貌地向对
5、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。)ThebasketballcouldbeTom’s.Helikesplayingbasketballverymuch.(表示可能性，指对将来、现在或过去某种可能的推测。)2）MymomcameoverassoonasIsatdowninfrontoftheTV.(assoonas意为“一.
6、....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”。)3）I’llfinishmyhomeworkwhileyouhelpmewiththedishes.(while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。)1.1.2Abilitygoals能力目标1.1.2.1
7、ToenableSstomakepoliterequestsandaskforpermissionusingthetargetlanguage“Couldyou/I/wedosth?”.1.1.2.2ToenableSstolearnsomeofthekeywordsandexpressionsinthereadingpassage.1.1.3Emotionalgoals情感目标1.1.3.1ToguideSstomakerequestsandaskforpermissionpolitely.1.1.3
8、.2ToencourageSstosharethehouseworkwiththeirmothers.1.1.3.3TomakeSslearntobepoliteandlovedoinghousework.1.2Importantanddifficultteachingpoints教学重难点1.2.1EnableSstolearnandapplythesentencepatterns.1.2.2EnableSstoapplyhowtomak
