Section A 2d—3c教学设计(第一课时)

Could you please clean your room? Section A (3a-3c)

阅

读

课

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学

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计

武陟县实验中学

成小欢

Unit 3

Could you please clean your room?

Section A 2（3a-3c）

武陟实验中学

成小欢

Textbook analysis: This section is selected from Go for it

section A, unit 3, volume 2, Grade 8. This module focuses on family life, talking about household chores and family support.Family life is an important part of students 'lives,It plays an important role in the formation of students 'behavior habits and the establishment of sense of responsibility.So, from a topical point of view,this topic has a special status and importance.The content of this section is closely related to students’

real life and learning needs.At the same time, the students were taught etiquette education and gratitude education,and in teaching, it embodies emotional attitude and moral education goals.

Teaching aims: 1.Words and phrases: throw, neither, shirt, all the time, as soon as. 2.Make polite requests and ask for permission. 3.Develop students 'ability to love labor and share housework.

Make students help their parents with the chores. Diagnosis of teaching problems: 1.How to let the students master the key words and key structures. 2.How to use the key words and key structures in the real situation. Teaching strategies:

In my class, I’ll treat my students as real masters. I’ll adopt communication strategy to create situations to make the students participate and learn by doing key teaching points and difficult points.Next, I’d like to talk about the important points and difficult points,as we know, the students in the junior school are very active, they want to show themselves but they can’t focus on the class for a long time. but some of them lose interest in learning English, so when I design my class, I have to pay attention to make my class lively and interesting and design more activities to attract their attention. I think our students will be very motivated,and the teaching difficulties will be broken,and the teaching objectives will be achieved.

Teaching procedure: Step 1.Greeting and Lead in 设计思路：通过与学生问候，拉近师生关系，切入主题，并分好小组，做好课前预热与准备工作。

Step 2. Reading

1. Before-reading : Ask and answer a.What do you think of this picture?

b.Who do you think should do the housework at your home? 设计思路：通过观察3a图片，询问学生对图片的感觉如何？你认为家里谁应该做家务？让学生在读前思考，提前感知文章内容。

2.While-reading skimming：

a.Why was Nancy’s mom angry with her? b. Did they solve the problem? How? 设计思路：通过让学生带着问题，快速阅读文章，抓住文章中的特定信息，能够在较短的时间内找到答案。

3.Scanning：

3b. Read the sentences.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 didn’t 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. 设计思路：通过让学生阅读3b活动指令，明确要求后跳读课文，独立从文中找到相关的语句并画线标出，学习相关短语：neither did I，the minute ，as ... as。

4.Careful-reading a.Let's read the story carefully and complete the mind map. When?Last month.Where?At home.Who?Nancy and her mom.What?Nancy wanted to watch one show first,her mother wanted him to take the dog for a walk. Why?Mother felt angry because Nancy watched TV all the time and didn't help out around the house.How? Her mother didn't say anything and walked away,she didn't do any housework for one week.Nancy did nothing at first. After a week, she cleaned the house herself before her mother came home from work.Ending of the story?Nancy understands that we need to share the housework

b.3c. Decide whether the underlined words in the sentences are verbs or nouns. Then write another sentence using the underlined word in the other form. a.

You watch TV all the time. b.

Could I watch one show first?

c.

I can’t work all day.

设计思路:学生通过细读，先带着问题阅读文段，通过细读判断出划线词的词性，然后用这个词的另一词性，创编好句子，并且通过造句子进行实际的运用，从而对文段有一个更加清楚地理解。

5.Language points

1. The minute I sat down in front of the TV, my mom came over. the minute相当于as soon as,

意为“一……就……”。如：

The minute / As soon as I came home, I turned on the TV. 2. You watch TV all the time and ... all the time（在该段时间内）一直；向来，

一向；时时刻刻；每时每刻

3. I’m just as tired as you are! as ... as 意为

“和……一样”

，表示同级的比较。使用时要注意第一个as为副词，第二个as为连词。其基本结构为：as +

adj./

adv.

+ as。

as …

as 的否定形式为

“not as/so + adj./adv. + as”。

4. For one week, she did not do any housework, and neither did I. neither 用作副词，作“也不”解释，放在句首，表示前面否定的内容也适用于另一个人或物，句子须采用部分倒装。此时也可用nor替换

neither 使用。

注意：neither 之后的主语要置于助动词或系动词之后。

neither 用作代词，表示“两者都不，双方均不”。

neither ... nor ...

意为“既不……也不……”，用于连接两个并列成分。

教学问题诊断：

本环节学生找到重点词组难度不大，但是学生会在阅读文段和进行阅读任务结合方面出现问题，导致在有限时间内阅读文段理解不够透彻，阅读任务不能有效完成。

6.

Post-reading: Role-play the passage. Last month, our dog welcomed me when I ________school. He wanted a walk, ______ I was too tired. I _______

my bag and went to the living room. The ________ I sat down ______the TV, my mom _________.

“______ you please _________?”

she asked.

“Could I _______first?”

I asked.

“No!”

she ________ angrily. “You watch TV _______and never _______around the house! I can’t work _______and do housework ________.”

“

Well, I work all day at school, too! I’m just ________you are!”

I _________.

My mom did not say anything and _______. For one week, she did not do any housework and _______ . Finally, I could not find a clean dish ___ a clean shirt.

The next day, my mom __________ to find the house ________.

“_________?”

She asked _________. “I’m sorry, Mom. I finally understand that we need to ________to have a clean and

comfortable home,”

I replied. 设计思路：通过角色扮演，让学生进一步熟悉课文，强化对单元主题内容及语言项目的学习及理解。

7.

From this story，what can we learn ? So share the housework with your parents from now on. Listen to a song together. 设计思路：这一环节，让学生进行一个总结:我们从文中学到了什么？从思想上得到一个认知：我们应该和家人共同分担家务。从而从情感上进行一个升华。

Step3. Homework Witing:“Should we students do housework?”

The phrases you may use: take care of ,

help with,

in free time, share with, be able to…

…

设计思路：通过让学生对“学生是否应该承担家务劳动”，这一话题，陈述观点，发表议论，引导学生将所学知识付诸实践，培养学生对做家务有个正确的认识，主动分担家务劳动。