人教新目标(Go for it)版八年级下册 Unit3 SectionA（3a-4c）教案

Unit3SectionA（3a-4c）教案ⅠTeachingandlearningGoals:一、功能：Readastoryaboutwhoshoulddochores.二、词汇和常用表达：Learntousewordsandsentences:throw,allthetime,neither,shirt,assoonas,pass,borrow,lend,finger,hate,chore,while,Ithrewdownmybagandwenttothelivingroom.TheminuteIsatdowninfrontoftheTV,mymomcameover.Couldyoupleasetakethedogforawalk?I’mjustastiredasyouare.ShedidnotcoanyhouseworkandneitherdidI.Couldyoupleasepassmethesalt?CouldIborrowthatbook?Couldyoulendmesomemoney?三、学习策略：Sumupthepatternsandusefulexpressionsinthestory.Knowingwhatpartofspeechawordiscanhelpyouunderstandtheword’smeaning.四、文化知识：Tryourbesttohelpoutwithchoresathomeinordertomakeourparentsfeelhappy.ⅡTeachingandlearningsteps:Step1Pre-readingactivities一.ReviewHaveacompetition.T:Boysandgirls!Let’shaveacompetition.Pleaselistchoresthatyouknow.Youcanstanduptosaythemoutwithoutputtingupyourhands.ThenI’llgiveyouonemark.Let’sseewhichgroupisthebest?S1:dothedishes,takeouttherubbish,…S2:sweepthefloor,cleanthelivingroom,…------(Whenthestudentslistchores,askastudentwritetheminthechartontheblackboard.)GroupsChoresGroup1Group2Group3Group4Group5Group6（设计意图：用竞赛的方式复习本单元所学的与家务有关的动词短语，这样可以充分调动学生的积极性和主动性，使全体同学都快速进入学习状态。）二.Previewandcheck1.ReadfromP19toP20andputthefollowingintoEnglishorally.Thenwritethemdownwithoutlookingatyourbook.(1)我扔下书包去了起居室。__________________________________________(2)我刚坐在电视机前，妈妈就过来了。________________________________(3)你能遛狗吗？____________________________________________________(4)我和你一样累。__________________________________________________(5)她没做任何家务，我也没做。______________________________________(6)你可以把盐递给我吗？____________________________________________(7)我可以借那本书吗？______________________________________________(8)借给我一些钱好吗？______________________________________________2.Checkthepreview.T:Boysandgirls!Letmecheckyourpreview.Ifyouknowtheanswers,youcantranslatethem.Pleasestandupwithoutputtingupyourhand.ThenI’llgiveyouonemark.Let’sseewhichgroupisthebest.（设计意图：教师可以更有针对性地教，学生可以更有针对性地学。）三.WarmupandleadinT:Boysandgirls!Doyouoftendosomechoresathome?Ss:……T:Doyouoftensweepthefloor?S1:……T:Whatotherchoresdoyouoftendo?S1:……T:Whataboutyou?S2:……T:Doyouthinkweshouldsharethechoresathome?Nowwe’llreadNancy’sstory.Let’sseeNancy’sopinion.Cometo3aplease.（设计意图：通过与学生谈论有关做家务的话题，自然导入新课。）Step2While-readingactivities一.Readforthegeneralideaof2bAskstudentstolookatthepicturesin3a.T:ThisisNancy’shouse.Isthehousecleanandtidy?Ss:No,itisn’t.T:WhydoesNancy’smotherorNancycleanit?Ss:Sorry,wedon’tknow.T:Pleasereadthestoryin3a,andthenyou’llknowtheanswer.（设计意图：引导学生从插图中获取适当信息。同时，通过设置问题WhydoesNancy’smotherorNancycleanit?激发学生的阅读欲望。）Thegeneralideaofthestoryisabout______________.A.whentodothechoresB.whoshoulddothechoresC.howtodothechores二.Readforthespecificideasof2bT:Class!Weallknowthegeneralideaofthestoryisaboutwhoshoulddothechores.Nowpleasereadcarefullyandgetthespecialideas.TaskOne:Complete3a.1.Askstudenttoreadthestoryandanswerthequestions.(1)WhywasNancy’smomangrywithher?________________________________________(2)Didtheysolvetheproblem?How?____________________________________2.Askstudentstoreadthequestionsandanswers.Thenaskthemtoaskandanswerinpairswithoutlookingatbooks.TaskTwo:Complete3b.1.Askstudentstoreadthesentencebelow.Underlinethesentencesfromthereadingthatmeanthesamething.(1)Neitherofusdidanyhouseworkforaweek.(2)MymomcameoverassoonasIsatdowninfrontoftheTV.(3)You’retired,butItired,too.2.Askstudentstomakesentencesusingneither,assoonas,as……as.（设计意图：在学生完成TaskOne后让他们大声朗读句子进而不看课本说出句子或两人一组进行问答；在学生完成TaskTwo后，让他们利用neither,assoonas,as……as造句。这样可以提高他们的口语表达能力，为读后活动中的短文复述打下了基础。）TaskThree:Complete3c.1.Decidewhethertheunderlinedwordsinthesentencesareverbsornouns.Thenwriteanothersentenceusingtheunderlinedwordintheotherform.(1)Couldyoutakethedogforawalk?(noun)→Iwalkedhomefromschool.(verb)(2)CouldIwatchoneshowfirst?________________________________________________(3)Ican’tworkallday.________________________________________________________(4)YouwatchTVallthetime.___________________________________________________(5)“Whathappened?”sheaskedinsurprise.________________________________________2.Askstudentstoreadthesentencesabovealoud.Step3Post-readingactivitiesTaskOne:Readaloud.(1)Listenandrepeat.(2)Asksomestudentstoreadthepassagesbyimitatingthetapeinfrontoftheclass.（设计意图：让学生通过跟读培养学生的语音语调，学着读出真正的地道的英语，并对学生掌握不准的词汇读音进行了纠正。）TaskTwo:Retell.1.Askstudentstoretellthestoryindividuallyinawhisperaccordingtothemindmap.2.Askstudentstoretellthestoryingroups.3.Askseveralstudentstoretellthestoryinfrontoftheclass.（设计意图：利用关键词复述出所学内容，是语言的输出任务。学生通过速读、细读后，又经过了跟读和朗读，语言输入量较大。在此基础上进行复述，进一步提了高学生综合运用语言的能力。）Step4GrammarFocusModalverbscouldforpoliterequestsandpermission.1.AskstudentstoreadthesentencesinGrammarFocusandpayattentiontothemodalverbscould.(1)CouldIgooutfordinnerwithmyfriends?Sure,thatshouldbeOK.(2)Couldwegetsomethingtodrinkafterthemovie?No,youcan’t.Youhaveabasketballgametomorrow.(3)Couldyoupleasetakethedogforawalk?OK,butIwanttowatchoneshowfirst.(4)Couldyoupleasetakeouttherubbish?Yes,sure.2.Fillintheblanks.First,thinkthemoverbyyourself,thendiscussingroups.(1)Couldyoudo……?/Couldyoupleasedo……?意为“____________________”。用来有礼貌地提出_____________。肯定回答用“____________”，否定回答用“________________”。如：——你可以倒垃圾吗？——当然可以。___________________________________________________(2)CouldIdo……?意为“________________”。用来委婉地请求_____________。肯定回答用“__________”，否定回答用“_______________”。如：——我可以看电视吗？——当然可以，但是你必须先完成作业。________________________________________________________（设计意图：呈现给学生大量的例句，让学生自己归纳总结语法规则。）Step5SummaryT:Boysandgirls,whathaveyoulearnedinthisclass?Pleasewritethemonyourpaper.(Asktwostudentstowriteontheblackboard.)1.Usefulwordsandphrases:_______________________________________________________________________________2.Importantsentences:______________________________________________________________________________________________________________________________________________________________3.Grammar:_______________________________________________________________________________（设计意图：让学生学会自己总结本节课所学内容，对本课所学内容进一步强化巩固。）Step6EmotionalexperienceT:Boysandgirls!Doyouthinkweshoulddosomechores?Ss:Yes,wedo.T:Ourparentsareverytired,becausetheyworkallday.Pleasetryourbesttohelpoutwithchoresathomeinordertomakeourparentsfeelhappy.OK?Ss:OK.（设计意图：此环节为情感教育，教育学生尽自己最大努力帮助家长干家务。）Step7InquiryintoknowledgebytranslationAskstudentstolookatthefollowingsentencesandtrytosummarizethelanguagerulesandfillintheblanks.Thestudentscanhelpeachotherandhaveadiscussionafterdoingthefollowingbythemselves.一、Foroneweek,shedidnotdoanyhouseworkandneitherdidI.____________________________________________________________1.句中neither是_________词，意为“___________”。“neither+谓语(be动词，情态动词，助动词)+主语”位于否定句之后，意为“某人也一样不……”。如：我不会游泳，我哥哥也不会。Ican’tswim.______________________mybrother.2.neither作代词时，表示“两者都不”。作主语时，谓语动词用单数。如：我父母都不是教师。Neitherofmyparents________(be)ateacher.3.neither可用作形容词，意思为“两者都不”，后面直接跟可数名词的单数形式。作主语时，谓语动词用单数形式。如：两个答案都不对。Neitheranswer___________________.二、Couldyoupleasepassmethesalt?_______________________________________pass意为“________”，“把某物传递给某人”的结构为_____________，也可直接跟双宾语，结构为passsth.tosb.。类似此用法的词还有________、_________、_________。如：我递给爸爸一杯水。①I_________myfather________________________________.②I_________acupofwater________myfather.三、CouldIborrowthatbook?______________________________________1.borrow意为“___________”，“向某人借某物”的结构为borrowsth.fromsb.。如：昨天我向汤姆借了自行车。_______________________________2.borrow的反义词是____________，意为“借给；借出”。“把某物借给某人”的结构为lendsb.sth.或_____________。如：玛丽把她的新词典借给了我。①________________________________②________________________________（设计意图：本节课的翻译探究先让学生自己做，然后组内讨论。如果组内学生能把答案都讨论出来并展示，教师用语言给予鼓励表扬，若讨论不出来，看其他组有能解决的吗，最后老师再点拨。配有的句子可以帮助学生更好地理解知识点。）Step8The-end-ofclasstest一、请求写R，允许写P。然后将问句和答语连线。二、补全对话。A:Ihateto________chores.B:Well,Ihatesomechorestoo,butIlikeotherchores.A:Really?Great!_______Iaskyouto_________mewithsomechoresthen?B:Whatdoyouneedhelpwith?A:_______youplease________myclothesforme?B:Idon’twanttodothat!It’sboring!A:OK.Then________you________dothedishesforme?B:Sure,noproblem.But_______wegotothemoviesafterthat?A:Sure.I’llfinishmyhomeworkwhileyouhelpmewiththedishes.Thenwecangotothemovies.三、列出你们组为野营旅行需要做的东西的列表。然后讨论谁将做它们并完成图表。A:Couldyoupleasebringatent,LiuChang?B:Sure.Andcouldyouplease……?C:Sorry,Ican’t.Ihaveto……To-