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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,come
2、homefromwork,insurprise,getsomethingtodrink,hangout,getitwet,finishreading,sharethehousework1.1.1.1.2Forcomprehending:reply,angry,comfortable1.1.1.2SentenceStructures1)IthrewdownmybagandIwenttothelivingroom.2)TheminuteIsatdowninfrontoftheTV,mymomcameover.3)
3、Couldyoupleasetakethedogforawalk?4)I’mjustastiredasyouare!5)Foroneweek,shedidnotdoanyhouseworkandneitherdidI.6)Thenextday,mymomcamehomefromworktofindthehousecleanandtidy.7)“Whathappened?’’sheaskedinsurprise.8)Couldwegetsomethingtodrinkafterthemovie?9)CouldI
4、hangoutwithmyfriendafterthemovie?10)MymomcameoverassoonasIsatdowninfrontoftheTV.11)I’llfinishmyhomeworkwhileyouhelpmewiththedishes.1.1.1.3GrammarFocusCouldyoupleasetakethedogforawalk?/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
5、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。)1.1.1Abilitygoals能力目标1.1.2.1ToenableSstomakepoliterequestsandaskforpermissionus
6、ingthetargetlanguage“Couldyou/I/wedosth?”.1.1.2.2ToenableSstolearnsomeofthekeywordsandexpressionsinthereadingpassage.1.1.2Emotionalgoals情感目标1.1.3.1ToguideSstomakerequestsandaskforpermissionpolitely.1.1.3.2ToencourageSstosharethehouseworkwiththeirmothers.1.1
7、.2.3TomakeSslearntobepoliteandlovedoinghousework.1.2Importantanddifficultteachingpoints教学重难点1.2.1EnableSstolearnandapplythesentencepatterns.1.2.2EnableSstoapplyhowtomakerequestsandaskforpermissionpolitely.1.2.3GuideSstoenablegoodhabitofliving.1.0Studentanal
8、ysis学情分析2.1FundamentalState基本情况通过本单元第一课时的学习，学生基本上激活了已有的语言知识，对本单元的话题（Choresandpermission）已经有所感知，chores就来源于生活，学生并不陌生，从心里上减轻了学生对新知识的难度认识。第一课时通过听说的训练，不仅发展了学生的语言技能，也巩固了所学词汇的和征求许可的句型结构。同时，为本课时的阅读和理解、以及在具体的语言
