1、 Role-play the conversation in 2d. 1.利用略读、寻读等技巧在利用略读、寻读等技巧在文章文章 中准确查找信息。中准确查找信息。 2.细读文章，学习相关的短语及细读文章，学习相关的短语及 表达，理解文章的含义。表达，理解文章的含义。 3. 要爱自己的父母，学会分担家务。要爱自己的父母，学会分担家务。 学习目标学习目标 Task 1: Before you read Who does the housework in your home? Do you often help your mother with the housework? What chores d
2、o you do at home? Read the story and answer the questions. 1.When did this happen? 2. What did Nancy want to do? Last month. She wanted to watch TV. Task 2: While you read Read the story and answer the questions. 3. Why was Nancys mom angry with her? 4. Did they solve the problem? How? Because Nancy
3、 wanted to watch TV first before taking the dog for a walk. Nancy watched TV all the time and never helped out around the house. Yes, they did. Nancy said sorry to her mother. She finally understood that they needed to share the housework. Task 2: While you read Share the housework Reason Process Re
4、sult Last month, mom wanted me to _, but I didnt do so. For one week, mom _ and neither did I. I could not find _. I made the house _. I understand that we need to _ to have a clean and comfortable home. take the dog for a walk didnt do any housework a clean dish or a clean shirt clean and tidy shar
5、e the housework a.We love our parents. b.We help to do chores. c. Labor is often the father of pleasure. 劳动是快活的根源。劳动是快活的根源。 在文中找出下列短语。在文中找出下列短语。 1.扔下扔下 2. 一一就就 3. 顺便来访顺便来访 4. 带某人去散步带某人去散步 1.5. 频繁；反复频繁；反复 6. 整日整日/整夜整夜 7. 和和一样一样 8. 大声回应大声回应 1.9. 走开；离开走开；离开 10.惊讶地惊讶地 11. 对某人生气对某人生气 12.解决问题解决问题 Task 3:
6、After you read 1.throw down 2.the minute / as soon as e over 4.take sb for a walk 5.all the time 6.all day / all evening 7.as as 8.shout back 9.walk away 10. in surprise 11. be angry with 12. solve the problem Read the story again and read the sentences below. Underline the sentences from the readin
7、g that mean the same thing. 1. Neither of us did any housework for a 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. Youre tired, but Im tired, too. Im just as tired as
8、 you are! 3b Role-play the story. 1. Could you take the dog for a walk? (noun) 2. I walked home from school. (verb) 说出下列句子中画线单词的词性和词义。说出下列句子中画线单词的词性和词义。 一种词性用作另一种词性而词形不变的方法一种词性用作另一种词性而词形不变的方法 归纳既可以做动词也可以做名词的词归纳既可以做动词也可以做名词的词。 show, work, watch, surprise, hand, water, act, answer, face, rest, risk, c
9、ough, control, telephone, e-mail, fish, joke, miss, love, plan, stop, sleep, try 1. Could I watch one show first? 2. I cant work all day. 3. You watch TV all the time. 4. “What happened?” she asked in surprise. Can you show me your new watch? (verb) I have a lot of work to do today. (noun) How much
10、is that watch? (noun) The news surprised us. (verb) 3c (noun) (noun) (verb) (verb) 1. Retell the text according to the mind-map. 2. Write your own mind-maps of the text. Unit 3 Could you please clean your room? Section A 3a3c 读写课教学设计读写课教学设计 一、教材分析一、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
11、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、学情分析二、学情分析 本节课的授课对象为八年级的 37 名学生，大部分学生平时接触 英语阅读材料的机会较少，学生通常是为了做题而阅读，所以调动 学生阅读的积极性，使其在阅读过程中主动思考是本节课的重点。 本节课的话题来自学生的生活经历，学生在人教版英语七年级下册 Unit 4 Dont eat in class. Section B 中已经学习了许多表示家务劳动的 动词短语：do the dishes, help
12、his mom make breakfast, clean his room 等，为学生们的口语表达和书面表达提供了语言基础。 三、教学目标三、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. Im just as tired as yo
13、u 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。 四、教学重难点四、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。 五、教学准备五、教学准备 multimedia, computer, blackboard 六、教学过程：六、教学过程：
14、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 moth
15、er 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? Lets see what happened in Nancys home. 【设计意图设计意图】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
16、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 Nancys mom angry with her? (4) Did they solve the problem? How? 【设计意图设计意图】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。
17、 【设计意图设计意图】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 Share the housework Reason Process Result Last month, mom wanted me to _, but I didnt do so. For one week, mom _ and neither did I. I could not find _. I made the house _. I understand that we need to _ to have
18、a clean and comfortable home. 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
19、 for a week. (2) My mom came over as soon as I sat down in front of the TV. (3) Youre tired, but Im 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 cant swim and neither can he. “neither of+名词复数/代词宾格”作主语时，谓语动词
20、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. Ill 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 doesnt work as/so hard as his brother. 【设计意图设计意图】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 Grou
21、p 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。 Step 7 Homework 1. Retell the text according to the mind-map. 2. Write their own mind-maps of the text. 【设计意图设计意图】根据思维导图复述课文，以及根据自己对文章的理 解设计思维导图，对本篇文章进行总结，起到加深记忆和巩固的作 用。
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