1.0 Teaching analysis教情分析
1.1 Teaching objectives 教学目标
1.1.1 Language goals 语言目标 1.1.1.1 Key Words and Chunks 1.1.1.1.1For applying:
throw||，neither||，shirt||，pass||，borrow||，lend||，finger||，hate||，chore||，while||，all the time||， as soon as||， the minute||， take the dog for a walk||， help out||， come home from work||， in surprise||， get something to drink||， hang out||， get it wet||， finish reading||， share the housework
1.1.1.1.2 For comprehending: reply||， angry||， comfortable 1.1.1.2 Sentence Structures
1) I threw down my bag and I went to the living room. 2) The minute I sat down in front of the TV||， my mom came over. 3) Could you please take the dog for a walk? 4) I’m just as tired as you are! 5) For one week||， she did not do any housework and neither did I. 6) The next day||， my mom came home from work to find the house clean and tidy.
7) “What happened?’’ she asked in surprise. 8) Could we get something to drink after the movie? 9) Could I hang out with my friend after the movie?
10) My mom came over as soon as I sat down in front of the TV. 11) I’ll finish my homework while you help me with the dishes. 1.1.1.3 Grammar Focus
1） Could you please take the dog for a walk?/ Could I hang out with my
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friend after the movie?
（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||。）
He said that he couldn’t come.(could为can的过去式||，表示能力||。) The basketball could be Tom’s. He likes playing basketball very much.(表示可能性||，指对将来、现在或过去某种可能的推测||。)
2） My mom came over as soon as I sat down in front of the TV.(as soon as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”||。) 3） I’ll finish my homework while you help me with the dishes.( 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||。)
I was sleeping while my mother was cooking.(此处while意为“然而”||，表示两种情况的对比||。) 1.1.2 Ability goals 能力目标
1.1.2.1 To enable Ss to make polite requests and ask for permission using
the target language “Could you/I/we do sth?”.
1.1.2.2 To enable Ss to learn some of the key words and expressions in the
reading passage.
1.1.3 Emotional goals 情感目标
1.1.3.1 To guide Ss to make requests and ask for permission politely. 1.1.3.2 To encourage Ss to share the housework with their mothers.
1.1.3.3 To make Ss learn to be polite and love doing housework.
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1.2 Important and difficult teaching points 教学重难点
1.2.1 Enable Ss to learn and apply the sentence patterns.
1.2.2 Enable Ss to apply how to make requests and ask for permission
politely.
1.2.3 Guide Ss to enable good habit of living.
2.0 Student analysis学情分析
2.1 Fundamental State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（Chores and permission）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、以及在具体的语言环境中去运用目标语打下了坚实的基础||。
2.2 Knowledge Reserve知识储备
本单元话题为Chores and permission||，在第一课时的学习中||，学生从听说技能入手||，学习了有关chores的表达方式||。在permission方面||，主要运用Could you please do sth?的句型||，could一词在初一下就已经学过了||，所以此句型对学生而言并不困难||。通过第一课时围绕单元话题Could you please do sth?让学生在具体的情景中感知了语言目标||，并学会了各种家务活的英语表达||，为本节课的阅读理解和表达积累了语言基础||。 2.3 Class Data本班实际
在第一课时的学习中||，学生积极参与课堂活动||，基本掌握了所学词汇及相关话题的表达||。本班学生上课比较活跃||，善于表现||，加之本堂课的阅读文章属于对
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话形式||，可采取role-play的形式来激发学习兴趣||，掌握本堂课的知识||。同时||，大部分孩子居住在城市||，家长对孩子在家务方面基本没什么要求||，在德育方面对孩子进行帮助父母做家务的渗透||，让学生养成一些好的生活习惯||。基于本堂课的语言知识都比较简单||，要求每个学生都能在课堂上掌握目标语并能运用||。
3.0 Teaching methods教法建议
3.1 Thematic teaching method主题教学法 3.2 Communicative teaching method交际学习法
4.0 教学辅助
blackboard and chalk||， computer ||， projector||， video 5.0 Teaching procedures 教学进程
5.1 Leading-in and warming-up 引入与激趣活动
5.1.1 Play a short video to catch the Ss’ attention||， and then ask 2 questions.
Q1. What chores is the mother doing? Q2. What other chores do you know?
5.1.2 Guide Ss to have a free talk in groups and share their ideas with each other. 5.2 Reading Practice阅读训练 5.2.1 Pre-reading读前导入
Guide Ss to look at the picture and think about 2 questions. Q1. What do you think of the kitchen? Q2. Why is the kitchen so untidy? Ss’ guessing answers: 1) The owner is busy.
2)The owner is too busy to clean it.
3)The owner is an old man and he is waiting for others to clean
it.
5.2.2 While-reading 读中理解
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5.2.2.1 Skimming.
According to the picture||， ask Ss to skim the passage quickly and find out: Why is the kitchen so untidy？
Answer: For one week||， the writer’s mother didn’t do any housework and neither did she.
5.2.2.2 Scanning.
5.2.2.2.1 Encourage Ss to scan the passage carefully for details and answer the questions in 3a.
Q1. Why was Nancy’s mom angry with her? Q2. Did they solve the problem? How?
Answers:1.Because Nancy didn’t do any housework||， and complained that she was as tired as her mother.
2.Yes. Nancy finally understood that they needed to share the housework to have a clean and comfortable home||， so she cleaned it.
5.2.2.2.2 Read the sentences in 3b.Underline the sentences from the reading that mean the same thing.
1)Neither of us did any housework for a week. — For one week||， she did not do any housework and neither did I.
2)My mom came over as soon as I sat down in front of the TV. —The minute I sat down in front of the TV||， my mom came over.
3)You’re tired||， but I’m tired||， too. —I’m just as tired as you are! 5.2.2.3
Guide Ss to the words that are underlined in 3c||， decide whether the underlined words are verbs or nouns. Then write another sentence using the underlined word in the other form||， Answers:
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1. walk(verb):I walk home from school.
2. show(verb):Boys and girls||， show me your hands. 3. work(noun):He must finish his work on time. 4. surprise(verb):What he said surprised us. 5.2.2.4
Get Ss to listen to the recording and read along with it at the same time. While reading||， let’s pay enough attention to the pauses||， the pronunciation and the intonation of the native reader. 5.2.3 Post-reading 读后提升 5.2.3.1
Role-play the story. 5.2.3.2
T can ask some other questions to train the Ss’ thought. Q1:Where is the writer’s father?
Ss: Maybe her father is in other city||， or dead. Maybe her father and mother have divorced.
Q2:Do you have the same experience as the writer? Say something about it. 5.2.3.3 Finish 4b.A||，B are a brother and a sister||， they are talking about chores. Answers: do/Could/help/Could/fold/Could/please/Could 5.2.3.4 Summarize the usage of “could” — “Could” for polite requests; “Could” for permission.
Ss do 4a by themselves||， and then read together. Answers: 1.d 2.a 3.c 4.e 5.b 5.2.3.5 Apply the target language.
Make a list of things your group needs to do for a camping trip. Then discuss who will do them and complete the chart.
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5.3 New points interpretation 新知感悟（贴标签） 5.3.1 Discovering chunks 语块发现
Get Ss to read the text once again||， this time||， and underline all the useful chunks in it.
1) I threw down my bag and I went to the living room. 2) The minute I sat down in front of the TV||， my mom came over. 3) Could you please take the dog for a walk? 4) “No!”she replied angrily. 5) I’m just as tired as you are! 6) For one week||， she did not do any housework and neither did I. 7) The next day||， my mom came home from work to find the house clean and tidy. 8) “What happened?’’ she asked in surprise. 9) Could we get something to drink after the movie? 10)Could I hang out with my friend after the movie? 5.3.2 Analyzing chunks 语块分析 5.3.2.1
The minute I sat down in front of the TV||， my mom came over….( the minute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”||。) 同义句：My mom came over as soon as I sat down in front of the TV . 5.3.2.2.
I’m just as tired as you are! ( as...as...意为“与.......一样......”||，用于同级比较||。第一个as为副词||，后接形容词或副词原级；第二个as为连词||，引导比较状语从句||。as...as...的否定形式为not as/so...as.. 意为“…不如...”.) 例如：I am 14. Tom is 14||，too.合为一句：I’m as old as Tom.
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Unit 3 is not as difficult as Unit 1. 5.3.3 Using chunks语块运用
Guide Ss to know the meanings of the following sentences and make similar new sentences of their own. And get some Ss to share their original sentences. 5.3.3.1
The minute I sat down in front of the TV||， my mom came over.(P19) 【原句翻译】
_____________________________________________________________________ 【仿写造句】The minute …||， …
__________________________________________________________________ 5.3.3.2
I’m just as tired as you are! (P19) 【原句翻译】
_____________________________________________________________________ 【仿写造句】... as… as…
______________________________________________________________________ 3) “What happened?’’ she asked in surprise. (19) 【原句翻译】
_____________________________________________________________________ 【仿写造句】… in surprise
________________________________________________________________ 5.4 Practice and Consolidation反馈与巩固 1. 他昨天起床很早是为了读英语||。
He got up early ________ _________ _________ read English yesterday. 2. 他一回来||，我将打电话给你||。
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______________ he __________ back||， I ______________ call you. 3. 我不会打篮球||，她也不会||。
I can’t play basketball||， ___________ __________ she. 4. Could I ___________ your book||， Mary? (借) 5. —Can Jack and Mary do these chores?
—__________ of them can||， I think. They hate doing them. A. Both B. Either C. Neither D. All 5.5 Summary
Guide Ss to work in groups and make a summary about: Q1:What have you learned in this period?
Q2: What will you do if your mother has too much chores to do? Q3: How will you help your mother with the chores? Get 3 students to share their summary.
Put some key points on the blackboard to form a clear mind map if possible. 1.0 Homework -课后作业
Do some chores when you get home after school. Then write down the chores and how your parents and you feel.
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