Unit3 Could you please clean your room？ SectionA 3a-3c 教案

Unit 3 Could you please clean your room
Section A 3a—3c 读写课教学设计
一、教材分析
本课是新目标八年级下册第三单元Section A 的阅读部分，它的任务不仅仅是训练和提高阅读技能，也涵盖了实际交际、词汇和知识点等内容，同时它还承载着培养正确的情感态度、价值观等深层意义，培养学生分担家务的责任感。教学内容贴近学生生活，学生有一定的学习兴趣。
二、教学目标
1. 知识与技能：细读文章，学习相关的短语及表达，理解文章的含义，能复述课文内容。
(1) 短语：throw down, the minute / as soon as, come over, all the time, in surprise等。
(2) 句子：
a. The minute I sat down in front of the TV, my mom came over.
b. I’m just as tired as you are!
c. For one week, she did not do any housework and neither did I.
2. 过程与方法：熟练运用各种阅读技巧，如：推测、略读、寻读、细读、思维导图等方法，掌握全文内容。
3. 情感态度及价值观：要爱自己的父母，学会分担家务。
三、教学重难点
1. 教学重点：使用阅读技巧在文中找到关键的信息，并对信息进行整合。
2. 教学难点：能够准确地分清名词和动词，并掌握区别和使用方法并造句。
四、教学准备
multimedia, computer, blackboard
五、教学过程：
Step 1 Greeting and review
T: Good morning, class!
Ss: Good morning, Miss Chen!
T: Now please role-play or dub the conversation in 2d.
【设计意图】对子间以对话表演或配音形式背诵2d对话，复习有关家务的相关短语以及锻炼学生的口语表达能力。
Step 2 Lead-in and Pre-reading
Free talk: Who does the housework in your home Do you often help your mother with the housework What chores do you do at home
Show a picture to arouse interests for the text.
T: What will happen if no one does the housework in a home Let’s see what happened in Nancy’s home.
【设计意图】通过谁做家务的问题激发学生对文本的学习兴趣，并导入阅读文章的主题。
Step 3 While-reading
1. Scanning
指导学生利用寻读策略阅读3a文章，鼓励学生以最快的速度回答下列问题：
(1) When did this happen
(2) What did Nancy want to do
(3) Why was Nancy’s mom angry with her
(4) Did they solve the problem How
【设计意图】通过回答问题了解文章的细节以及培养学生的阅读速度。
2. Careful reading
引领学生细读文章，完成思维导图。
大屏幕展示Chicken soup: Labor is often the father of pleasure. 引导学生要爱父母，学会分担家务。
【设计意图】用思维导图总结整篇阅读文章，使学生对文章结构一目了然，同时引出“心灵鸡汤”，引导学生要爱父母，学会分担家务。
Step 4 Post-reading
1. 让学生仔细研读课文，在文中找出下列短语：throw down, the minute / as soon as, come over, take sb for a walk, all the time, all day / all evening, as… as…, shout back, walk away, in surprise, be angry with sb, solve the problem
2. 指导学生完成3b，在文中找出下列句子的同义句。
(1) Neither of us did any housework for a week.
(2) My mom came over as soon as I sat down in front of the TV.
(3) You’re tired, but I’m tired, too.
教师适时点拨：
(1) neither/nor+be动词/助动词/情态动词+主语“……也不”。这是一个倒装结构，表示前面的否定情况也同样适合后者。
so+be动词/助动词/情态动词+主语“……也是”，表示前面的肯定情况也同样适合后者。
e.g. I can’t swim and neither can he.
“neither of+名词复数/代词宾格”作主语时，谓语动词用单复数形式都可以。
e.g. Neither of the answers is/are right.
(2) the minute“一……就……”相当于as soon as，引导时间状语从句。
e.g. I’ll call you the minute / as soon as I get there.（主将从现）
(3) as… as…原级比较，否定形式：not as/so… as…
e.g. He doesn’t work as/so hard as his brother.
【设计意图】学习相关短语及表达，扫清课文难点，解决学生困惑，以便更好地掌握文章的细节内容。
Step 5 Group work
引领学生听录音跟读课文，模仿语音语调，并指导各学习小组分角色朗读课文。
【设计意图】模仿表演是学生能够学会自由地运用语言的基础和前提，同时也锻炼学生的口语能力。
Step 6 Summary
1. 归纳既可以做动词也可以做名词的词。
2. 完成课本P19 3c，判断画线单词的词性，并用其另一个词性造句。
【设计意图】总结本节课所学，知识归类成块，学习构词法——转化法，使学生掌握记忆单词的方法。
Share the housework
Result
Process
Reason
I understand that we need to _________________ to have a clean and comfortable home.
I made the house _______________.
I could not find __________________.
For one week, mom _______________ and neither did I.
Last month, mom wanted me to ____________________, but I didn’t do so.