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人教新目标 (Go for it) 版八年级下册Unit 3 Could you please clean your room?Section A教案
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这是一份人教新目标 (Go for it) 版八年级下册Unit 3 Could you please clean your room?Section A教案，文件包含解析第三单元小数除法检测卷C卷·拓展卷-2023-2024学年五年级数学上册人教版pdf、学生第三单元小数除法检测卷C卷·拓展卷-2023-2024学年五年级数学上册人教版pdf等2份试卷配套教学资源，其中试卷共15页， 欢迎下载使用。
一、功能：Read a stry abut wh shuld d chres.
二、词汇和常用表达：Learn t use wrds and sentences: thrw, all the time, neither, shirt, as sn as, pass, brrw, lend, finger, hate, chre, while, I threw dwn my bag and went t the living rm. The minute I sat dwn in frnt f the TV, my mm came ver. Culd yu please take the dg fr a walk? I’m just as tired as yu are. She did nt c any husewrk and neither did I. Culd yu please pass me the salt? Culd I brrw that bk? Culd yu lend me sme mney?
三、学习策略：Sum up the patterns and useful expressins in the stry. Knwing what part f speech a wrd is can help yu understand the wrd’s meaning.
四、文化知识：Try ur best t help ut with chres at hme in rder t make ur parents feel happy.
ⅡTeaching and learning steps:
Step 1 Pre-reading activities
一. Review
Have a cmpetitin.
T: Bys and girls! Let’s have a cmpetitin. Please list chres that yu knw. Yu can stand up t say them ut withut putting up yur hands. Then I’ll give yu ne mark. Let’s see which grup is the best?
S1: d the dishes, take ut the rubbish, …
S2: sweep the flr, clean the living rm, …
------
(When the students list chres, ask a student write them in the chart n the blackbard.)
（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. Preview and check
1. Read frm P19 t P20 and put the fllwing int English rally. Then write them dwn withut lking at yur bk.
(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. Check the preview.
T: Bys and girls! Let me check yur preview. If yu knw the answers, yu can translate them. Please stand up withut putting up yur hand. Then I’ll give yu ne mark. Let’s see which grup is the best.
（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. Warm up and lead in
T: Bys and girls! D yu ften d sme chres at hme?
Ss: ……
T: D yu ften sweep the flr?
S1: ……
T: What ther chres d yu ften d?
S1: ……
T: What abut yu?
S2: ……
T: D yu think we shuld share the chres at hme? Nw we’ll read Nancy’s stry. Let’s see Nancy’s pinin. Cme t 3a please.
（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。）
Step 2 While-reading activities
一. Read fr the general idea f 2b
Ask students t lk at the pictures in 3a.
T: This is Nancy’s huse. Is the huse clean and tidy?
Ss: N, it isn’t.
T: Why des Nancy’s mther r Nancy clean it?
Ss: Srry, we dn’t knw.
T: Please read the stry in 3a, and then yu’ll knw the answer.
（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Why des Nancy’s mther r Nancy clean it?激发学生的阅读欲望。）
The general idea f the stry is abut ______________.
A. when t d the chres
B. wh shuld d the chres
C. hw t d the chres
二. Read fr the specific ideas f 2b
T: Class! We all knw the general idea f the stry is abut wh shuld d the chres. Nw please read carefully and get the special ideas.
Task One: Cmplete 3a.
1. Ask student t read the stry and answer the questins.
(1) Why was Nancy’s mm angry with her?
________________________________________
(2) Did they slve the prblem? Hw?
____________________________________
2. Ask students t read the questins and answers. Then ask them t ask and answer in pairs withut lking at bks.
Task Tw: Cmplete 3b.
1. Ask students t read the sentence belw. Underline the sentences frm the reading that mean the same thing.
(1) Neither f us did any husewrk fr a week.
(2) My mm came ver as sn as I sat dwn in frnt f the TV.
(3) Yu’re tired, but I tired, t.
2. Ask students t make sentences using neither, as sn as, as …… as.
（设计意图：在学生完成Task One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Task Tw后，让他们利用neither, as sn as, 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。）
Task Three: Cmplete 3c.
1. Decide whether the underlined wrds in the sentences are verbs r nuns. Then write anther sentence using the underlined wrd in the ther frm.
(1) Culd yu take the dg fr a walk? (nun) → I walked hme frm schl. (verb)
(2) Culd I watch ne shw first? ________________________________________________
(3) I can’t wrk all day. ________________________________________________________
(4) Yu watch TV all the time. ___________________________________________________
(5) “What happened?” she asked in surprise. ________________________________________
2. Ask students t read the sentences abve alud.
Step 3 Pst-reading activities
Task One: Read alud.
(1) Listen and repeat.
(2) Ask sme students t read the passages by imitating the tape in frnt f the class.
（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。）
Task Tw: Retell.
1. Ask students t retell the stry individually in a whisper accrding t the mind map.
2. Ask students t retell the stry in grups.
3. Ask several students t retell the stry in frnt f the class.
（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。）
Step 4 Grammar Fcus
Mdal verbs culd fr plite requests and permissin.
1. Ask students t read the sentences in Grammar Fcus and pay attentin t the mdal verbs culd.
(1) Culd I g ut fr dinner with my friends? Sure, that shuld be OK.
(2) Culd we get smething t drink after the mvie? N, yu can’t. Yu have a basketball game tmrrw.
(3) Culd yu please take the dg fr a walk? OK, but I want t watch ne shw first.
(4) Culd yu please take ut the rubbish? Yes, sure.
2. Fill in the blanks. First, think them ver by yurself, then discuss in grups.
(1) Culd yu d ……? / Culd yu please d ……? 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) Culd I d ……? 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。）
Step 5 Summary
T: Bys and girls, what have yu learned in this class? Please write them n yur paper. (Ask tw students t write n the blackbard.)
1. Useful wrds and phrases: _______________________________________________________________________________
2. Imprtant sentences: ______________________________________________________________________________________________________________________________________________________________
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。）
Step 6 Emtinal experience
T: Bys and girls! D yu think we shuld d sme chres?
Ss: Yes, we d.
T: Our parents are very tired, because they wrk all day. Please try ur best t help ut with chres at hme in rder t make ur parents feel happy. 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。）
Step 7 Inquiry int knwledge by translatin
Ask students t lk at the fllwing sentences and try t summarize the language rules and fill in the blanks. The students can help each ther and have a discussin after ding the fllwing by themselves.
一、Fr ne week, she did nt d any husewrk and neither did I.
____________________________________________________________
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。
I can’t swim. ___________ ___________ my brther.
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。
Neither f my parents ________ (be) a teacher.
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。
Neither answer _________ __________.
二、Culd yu please pass me the salt?
_______________________________________
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pass sth. t sb.。类似此用法的词还有________、_________、_________。如：
我递给爸爸一杯水。
①I _________ my father _______ _________ ________ ________.
②I _________ a cup f water ________ my father.
三、Culd I brrw that bk?
______________________________________
1. brrw 意为“___________”，“向某人借某物”的结构为brrw sth. frm sb.。如：
昨天我向汤姆借了自行车。
_______________________________
2. brrw的反义词是____________，意为“借给；借出”。“把某物借给某人”的结构为lend sb. 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。）
Step 8 The-end-f class test
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: I hate t ________ chres.
B: Well, I hate sme chres t, but I like ther chres.
A: Really? Great! _______ I ask yu t _________ me with sme chres then?
B: What d yu need help with?
A: _______ yu please ________ my clthes fr me?
B: I dn’t want t d that! It’s bring!
A: OK. Then ________ yu ________ d the dishes fr me?
B: Sure, n prblem. But _______ we g t the mvies after that?
A: Sure. I’ll finish my hmewrk while yu help me with the dishes. Then we can g t the mvies.
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: Culd yu please bring a tent, Liu Chang?
B: Sure. And culd yu please ……?
C: Srry, I can’t. I have t ……
（设计意图：让学生先自己做，发现不会的地方，然后分组讨论解决疑难问题。根据学生反馈的结果，以学评教。）
Step 9 Hmewrk
1. Write the sentences in Grammar Fcus twice. (★)
2. Read and recite the passage in 3a. (★★)
3. Please make a plan t help yur parents d sme chres at hme. (★★★)
答案：
预习检测：
(1) I threw dwn my bag and went t the living rm. (2) The minute I sat dwn in frnt f the TV, my mm came ver. (3) Culd yu please take the dg fr a walk? (4) I’m just as tired as yu are. (5) She did nt d any husewrk and neither did I. (6) Culd yu please pass me the salt? (7) Culd I brrw that bk? (8) Culd yu lend me sme mney?
翻译探究：
一、一周里她没做家务，我也没做。1. 副；也不 Neither can 2. is 3. is right
二、可以请你把盐递给我吗？给，递，通过；pass sb. sth.；send；give；sell ①passed；a cup f water ②passed；t
三、我可以借那本书吗？1. 借，借用 Yesterday I brrwed a bike frm Tm. 2. lend；lend sth. t sb. ①Mary lent me her new dictinary. ②Mary lent her new dictinary t me.
当堂检测：
一、1. P; d 2. R; a 3. P; c 4. R; e 5. R; b二、d; Culd, help; Culd, fld; culd, please; culd三、Answers will vary.
Grups
Chres
Grup 1
Grup 2
Grup 3
Grup 4
Grup 5
Grup 6
T-d list
Name
bring a tent
Liu Chang
一、功能：Read a stry abut wh shuld d chres.
二、词汇和常用表达：Learn t use wrds and sentences: thrw, all the time, neither, shirt, as sn as, pass, brrw, lend, finger, hate, chre, while, I threw dwn my bag and went t the living rm. The minute I sat dwn in frnt f the TV, my mm came ver. Culd yu please take the dg fr a walk? I’m just as tired as yu are. She did nt c any husewrk and neither did I. Culd yu please pass me the salt? Culd I brrw that bk? Culd yu lend me sme mney?
三、学习策略：Sum up the patterns and useful expressins in the stry. Knwing what part f speech a wrd is can help yu understand the wrd’s meaning.
四、文化知识：Try ur best t help ut with chres at hme in rder t make ur parents feel happy.
ⅡTeaching and learning steps:
Step 1 Pre-reading activities
一. Review
Have a cmpetitin.
T: Bys and girls! Let’s have a cmpetitin. Please list chres that yu knw. Yu can stand up t say them ut withut putting up yur hands. Then I’ll give yu ne mark. Let’s see which grup is the best?
S1: d the dishes, take ut the rubbish, …
S2: sweep the flr, clean the living rm, …
------
(When the students list chres, ask a student write them in the chart n the blackbard.)
（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. Preview and check
1. Read frm P19 t P20 and put the fllwing int English rally. Then write them dwn withut lking at yur bk.
(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. Check the preview.
T: Bys and girls! Let me check yur preview. If yu knw the answers, yu can translate them. Please stand up withut putting up yur hand. Then I’ll give yu ne mark. Let’s see which grup is the best.
（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. Warm up and lead in
T: Bys and girls! D yu ften d sme chres at hme?
Ss: ……
T: D yu ften sweep the flr?
S1: ……
T: What ther chres d yu ften d?
S1: ……
T: What abut yu?
S2: ……
T: D yu think we shuld share the chres at hme? Nw we’ll read Nancy’s stry. Let’s see Nancy’s pinin. Cme t 3a please.
（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。）
Step 2 While-reading activities
一. Read fr the general idea f 2b
Ask students t lk at the pictures in 3a.
T: This is Nancy’s huse. Is the huse clean and tidy?
Ss: N, it isn’t.
T: Why des Nancy’s mther r Nancy clean it?
Ss: Srry, we dn’t knw.
T: Please read the stry in 3a, and then yu’ll knw the answer.
（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Why des Nancy’s mther r Nancy clean it?激发学生的阅读欲望。）
The general idea f the stry is abut ______________.
A. when t d the chres
B. wh shuld d the chres
C. hw t d the chres
二. Read fr the specific ideas f 2b
T: Class! We all knw the general idea f the stry is abut wh shuld d the chres. Nw please read carefully and get the special ideas.
Task One: Cmplete 3a.
1. Ask student t read the stry and answer the questins.
(1) Why was Nancy’s mm angry with her?
________________________________________
(2) Did they slve the prblem? Hw?
____________________________________
2. Ask students t read the questins and answers. Then ask them t ask and answer in pairs withut lking at bks.
Task Tw: Cmplete 3b.
1. Ask students t read the sentence belw. Underline the sentences frm the reading that mean the same thing.
(1) Neither f us did any husewrk fr a week.
(2) My mm came ver as sn as I sat dwn in frnt f the TV.
(3) Yu’re tired, but I tired, t.
2. Ask students t make sentences using neither, as sn as, as …… as.
（设计意图：在学生完成Task One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Task Tw后，让他们利用neither, as sn as, 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。）
Task Three: Cmplete 3c.
1. Decide whether the underlined wrds in the sentences are verbs r nuns. Then write anther sentence using the underlined wrd in the ther frm.
(1) Culd yu take the dg fr a walk? (nun) → I walked hme frm schl. (verb)
(2) Culd I watch ne shw first? ________________________________________________
(3) I can’t wrk all day. ________________________________________________________
(4) Yu watch TV all the time. ___________________________________________________
(5) “What happened?” she asked in surprise. ________________________________________
2. Ask students t read the sentences abve alud.
Step 3 Pst-reading activities
Task One: Read alud.
(1) Listen and repeat.
(2) Ask sme students t read the passages by imitating the tape in frnt f the class.
（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。）
Task Tw: Retell.
1. Ask students t retell the stry individually in a whisper accrding t the mind map.
2. Ask students t retell the stry in grups.
3. Ask several students t retell the stry in frnt f the class.
（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。）
Step 4 Grammar Fcus
Mdal verbs culd fr plite requests and permissin.
1. Ask students t read the sentences in Grammar Fcus and pay attentin t the mdal verbs culd.
(1) Culd I g ut fr dinner with my friends? Sure, that shuld be OK.
(2) Culd we get smething t drink after the mvie? N, yu can’t. Yu have a basketball game tmrrw.
(3) Culd yu please take the dg fr a walk? OK, but I want t watch ne shw first.
(4) Culd yu please take ut the rubbish? Yes, sure.
2. Fill in the blanks. First, think them ver by yurself, then discuss in grups.
(1) Culd yu d ……? / Culd yu please d ……? 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) Culd I d ……? 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。）
Step 5 Summary
T: Bys and girls, what have yu learned in this class? Please write them n yur paper. (Ask tw students t write n the blackbard.)
1. Useful wrds and phrases: _______________________________________________________________________________
2. Imprtant sentences: ______________________________________________________________________________________________________________________________________________________________
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。）
Step 6 Emtinal experience
T: Bys and girls! D yu think we shuld d sme chres?
Ss: Yes, we d.
T: Our parents are very tired, because they wrk all day. Please try ur best t help ut with chres at hme in rder t make ur parents feel happy. 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。）
Step 7 Inquiry int knwledge by translatin
Ask students t lk at the fllwing sentences and try t summarize the language rules and fill in the blanks. The students can help each ther and have a discussin after ding the fllwing by themselves.
一、Fr ne week, she did nt d any husewrk and neither did I.
____________________________________________________________
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。
I can’t swim. ___________ ___________ my brther.
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。
Neither f my parents ________ (be) a teacher.
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。
Neither answer _________ __________.
二、Culd yu please pass me the salt?
_______________________________________
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pass sth. t sb.。类似此用法的词还有________、_________、_________。如：
我递给爸爸一杯水。
①I _________ my father _______ _________ ________ ________.
②I _________ a cup f water ________ my father.
三、Culd I brrw that bk?
______________________________________
1. brrw 意为“___________”，“向某人借某物”的结构为brrw sth. frm sb.。如：
昨天我向汤姆借了自行车。
_______________________________
2. brrw的反义词是____________，意为“借给；借出”。“把某物借给某人”的结构为lend sb. 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。）
Step 8 The-end-f class test
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: I hate t ________ chres.
B: Well, I hate sme chres t, but I like ther chres.
A: Really? Great! _______ I ask yu t _________ me with sme chres then?
B: What d yu need help with?
A: _______ yu please ________ my clthes fr me?
B: I dn’t want t d that! It’s bring!
A: OK. Then ________ yu ________ d the dishes fr me?
B: Sure, n prblem. But _______ we g t the mvies after that?
A: Sure. I’ll finish my hmewrk while yu help me with the dishes. Then we can g t the mvies.
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: Culd yu please bring a tent, Liu Chang?
B: Sure. And culd yu please ……?
C: Srry, I can’t. I have t ……
（设计意图：让学生先自己做，发现不会的地方，然后分组讨论解决疑难问题。根据学生反馈的结果，以学评教。）
Step 9 Hmewrk
1. Write the sentences in Grammar Fcus twice. (★)
2. Read and recite the passage in 3a. (★★)
3. Please make a plan t help yur parents d sme chres at hme. (★★★)
答案：
预习检测：
(1) I threw dwn my bag and went t the living rm. (2) The minute I sat dwn in frnt f the TV, my mm came ver. (3) Culd yu please take the dg fr a walk? (4) I’m just as tired as yu are. (5) She did nt d any husewrk and neither did I. (6) Culd yu please pass me the salt? (7) Culd I brrw that bk? (8) Culd yu lend me sme mney?
翻译探究：
一、一周里她没做家务，我也没做。1. 副；也不 Neither can 2. is 3. is right
二、可以请你把盐递给我吗？给，递，通过；pass sb. sth.；send；give；sell ①passed；a cup f water ②passed；t
三、我可以借那本书吗？1. 借，借用 Yesterday I brrwed a bike frm Tm. 2. lend；lend sth. t sb. ①Mary lent me her new dictinary. ②Mary lent her new dictinary t me.
当堂检测：
一、1. P; d 2. R; a 3. P; c 4. R; e 5. R; b二、d; Culd, help; Culd, fld; culd, please; culd三、Answers will vary.
Grups
Chres
Grup 1
Grup 2
Grup 3
Grup 4
Grup 5
Grup 6
T-d list
Name
bring a tent
Liu Chang
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