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Unit 3 Could you please clean your room
课时1　Section A(1a-2d)
课时教学目标
1. 熟练地运用与家庭活动及家务琐事相关的词汇及表达。
2. 初步感知和使用“could”进行礼貌表达。
3. 反思自身情况，谈论自己做过哪些家务。
4. 通过学习本节课，感悟家庭劳动的分工，培养责任感。
教学重点：
1.Key vocabulary:
rubbish, fold, sweep, floor, mess
take out the rubbish
2.Key sentences:
a. Could you please sweep the floor Yes, sure.
b. I’m going to work on it now.
c. Could I at least finish watching this show
d. Because Mom will be back from shopping any minute now.
e. She won’t be happy if she sees this mess.
3. Structure:
a. Could you please +v /not v....
b. as soon as
c. two hours of TV.
教学难点：
Learn to make polite requests and ask for permission.
教学过程
Step 1 Lead-in
1. Show students a video that someone helps do chores at home and set a situation.
2. Ask students to answer the questions.
(1) Do you do chores at your home
(2) What chores can you do
(3) Can you do the dishes/fold the clothes/sweep the floor/…
Step 2 Work on 1a
1. Let students look at pictures about chores in 1a and learn new phrases about chores in 1a.
2. Ask students to talk about the question “Do you do these chores at home ” with their partners.
Key points
1. rubbish n.（不可数名词）垃圾，废弃物 take out the rubbish 倒垃圾
2. fold v. 折叠，对折 fold the clothes 叠衣服
3. sweep v. (swept) 扫，打扫；floor n. 地板；sweep the floor 扫地
Step 3 Work on 1b
听力技巧：Play the tape twice. First, ask students to listen carefully and answer the questions. Second,
listen and check the answers.
1. Play the recording for the first time and ask students to answer the question:
Who will do these chores, Peter’s mother or Peter
2. Listen again and check the answers.
Textbook Answers Checked: Peter’s mother—do the dishes, sweep the floor, clean the living room Peter—take out the rubbish, make the bed, fold the clothes
Step 4 Work on 1c
1. Let students read the conversation in the box in pairs.
2. Ask students to make conversations about the chores in 1a.
S1: Could you please…
S2: Yes, sure. Can you…
3. Let some students act them out in front of the class.
Step 5 Work on 2a
1. Ask students to read the four things that Peter wants to do.
2. Play the recording and ask students to get Peter’s father’s opinion.
3. Check yes or no in the chart.
4. Choose some students to check the answers.
Textbook Answers go out for dinner—yes go to the movies—yes stay out late—no get a ride—no
Step 6 Work on 2b
1. Ask students to listen again and ask students: Why does Peter’s father say “no” Draw lines to the reasons in the chart in 2a.
2. Check the answers.
Textbook Answers stay out late—no; You have a basketball game. get a ride—no; I have to do some work.
Step 7 Work on 2c
1. Let students work in pairs. Ask students to use the information in 2a and 2b to make similar conversations in pairs.
2. Invite several pairs to act out their conversations.
Step 8 Work on 2d
1. Let students listen to the conversation together.
2. Role-play in pairs.
3. Let several pairs of students role-play the conversation in front of the class.
Key points（针对训练习题见上课课件PPT）
1. help (sb.) out with sth. 帮助（某人）摆脱（困境）
2. two hours of TV is…two hours of TV 作主语时看作一个整体，谓语动词用单数
3. any minute（口语）随时，马上，任何时刻（事情可能在极短的时间内发生或眼下就要发生）
4. mess n.（一般用单数）杂乱，不整洁；in a mess 一团糟；make a mess 弄得一团糟，制造混乱
教学效果评价
学生能够通过听说活动练习谈论家务劳动；通过对听力及口语策略的感悟、体验和学习，学生能够形成良好的学习习惯。
作业
完成《点拨训练》UNIT 3 课时1 Section A(1a—2d) 的练习。
教学笔记
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3Unit 3 Could you please clean your room
课时6　Section B(3a-Self Check)
课时教学目标
1. 对孩子是否应当承担家务劳动再次进行思考。
2. 内化并正确运用所学语言知识和议论文的篇章结构知识。
3. 能流畅且有逻辑地组织句子，合理安排语篇结构。
4. 能仿照课文中的句式结构进行延伸仿写。
教学重点：
1.Key vocabulary:
fair, unfair.
2. Key sentences:
a.I think/believe that ....
b.I agree/disagree that ....
c.I think it is fair/unfair for children to ....
d.I think children should/should not .... because....
e.For example, they should/should not....because....
3. Structures
a. I think/believe that ....
b. I agree/disagree that ....
教学难点：
Learn to write a letter about your opinion.
教学过程
Step 1 Lead-in
Play “Quick minds” game:
Present some “balloons” with some phrases in Chinese on them. Ask students to translate them into English and say the phrases as quickly as they can.
Step 2 Work on 3a
1. Ask students to think about the questions:
Do you think children should do some chores at home Why or why not
2. Provide some sentence structures on “how to express opinions on something” to help students.
And ask students to discuss the questions in groups.
3. Choose some groups to show their opinions in class.
Step 3 Work on 3b
1. Teach students to understand the structure of an argumentation.
(1) Examine the topic. (2) List key points.
(3) Add linking words. (4) Make the passage beautiful and fluent.
(5) Write passages by themselves for a few minutes.
2. Ask students to write a letter to the Sunday Mail and express their opinions.
3. Ask some students to read their letters in class.
Textbook Answers Answers will vary. Sample writing:
Dear Sir or Madam,
I believe that children should do some chores at home. I disagree that children's only job is to study hard and do well at school. Of course it is important for children to study hard. However, I think it is unfair for children to expect their parents to work hard outside and do all the household chores, too. I think children should at least do some simple chores to help their busy parents because it’s everyone’s duty to do the chores in the family. For example, they should make their own beds and clean their own rooms because they are the ones who use these. They may not have time to help with the other parts of the house, but they should try to be responsible for their own areas. This will help them to grow up to be independent and responsible adults.
Yours truly,
Chen Shi
Step 4 Work on Self Check
Work on Self Check 1
1. Ask students to make a list of chores using the verbs.
2. Ask students to write more chores they know of.
3. Choose some students to read their answers.
Textbook Answers Answers will vary. Suggested answers:
1. do the dishes 2. clean the living room 3. make the bed 4. fold the clothes 5. sweep the floor 6. take out the rubbish
Work on Self Check 2
1. Ask students to look at the questions in Self Check 2 and try to answer them.
2. Ask students to write the numbers in the correct places in the chart.
3. Ask students to read the questions after checking answers.
Textbook Answers Requests: 1,3, 6 Permission: 2, 4,5
Work on Self Check 3
1. Ask students to use the questions in Self Check 2 to write a conversation.
2. Let students work in pairs. Practice the conversation and have some students act it out in front of the class.
Textbook Answers Answers will vary. Sample writing:
A: Could I watch TV after dinner I want to watch my favorite program.
B: Well, have you finished your homework
A: Ah... no. I’ll do my homework after watching the program.
B: I don’t think that’s a good idea. Could you do your homework first
A: OK. But I’ll miss the first part of the program.
教学效果评价
通过练习感悟写作策略，掌握议论文的写作思路和方法，能够写一篇简单的议论短文，提高思辨能力和写作能力。
作业
完成《点拨训练》UNIT 3 课时6 Section B (3a—Self Check) 的练习。
教学笔记
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3Unit 3 Could you please clean your room
课时3　Section A(Grammar Focus-4c)
课时教学目标
1. 正确使用Could you (please)/I/we…
2. 在观察、讨论、归纳等课堂活动后，能主动探究情态动词could 的用法，并能够自己总结其用法的思维导图。
教学重点：
1. Key vocabulary:
pass, borrow, lend, finger, hate, chore, while.
lend sb sth., pass sb sth., try not to do, hate to do/ doing.
2. Key sentences:
a. Could I go out for dinner with my friends
b. Could we get something to drink after the movie
c. I’ll finish my homework while you help me with the dishes.
3. Structure
a. lend sb sth.=lend sth. to sb.
b. pass sb sth.=pass sth. to sb.
c. try not to do
d. hate to do/ doing
教学难点：
Learn how to use modal verbs to make requests and ask for permission.
教学过程
Step 1 Lead-in
Show some pictures about chores in 1a and ask students to make conversations.
A: Could you please...
B: Yes, sure./ OK, but I.../...
Step 2 Work on Grammar Focus
1. Let students work in pairs. Ask students to practice reading the sentences in the form. One asks and the other answers.
2. Ask some pairs to act them out in class.
3. The teacher asks students two questions:
(1) Which sentence is making requests
(2) Which sentence is asking for permission
4. The teacher and students make a summary together.（针对训练习题见上课课件PPT）
How to make polite requests and give polite answers
—Could you please…
—Yes, sure. / Sure. / Of course. /Certainly. / No problem. / My pleasure. /…（肯定回答）
—Sorry, I can’t. I…（否定回答）
How to ask for permission
—Could I/we do…
—Yes, sure. / Sure. / Of course. /Certainly. / No problem. / My pleasure. /…（肯定回答）
—Sorry, you can’t. You…（否定回答）
Step 3 Work on 4a
1. Ask students to judge and match individually.
2. Let some students read the requests and their responses aloud to check the answers.
3. Correct the mistakes and analyze the reasons if necessary.
Textbook Answers 1. P; d 2. R; a 3. P; c 4. R; e 5. R; b
Key points（针对训练习题见上课课件PPT）
1. hang out 闲逛【拓展】hang up 挂断（电话）；hang about/around 等待，逗留，闲荡
2. pass v. ①给，递pass sb. sth. 或pass sth. to sb. 表示“递给某人某物”②走过，通过
3. borrow v. 借入borrow sth. (from sb.)（向某人）借某物
4. lend v. 借出lend sth. to sb. 借给某人某物
5. finger n.（可数名词）手指
Step 4 Work on 4b
1. Ask students to finish the conversation by themselves.
2. Ask two students to read the conversation in class to check the answers.
3. Let students work in pairs to read the conversation.
Textbook Answers do; Could, help; Could, fold; could, please; could
1. hate v. 厌恶，讨厌hate to do/doing sth. 讨厌做某事【反】like v. 喜欢
2. chore n.（可数名词）杂务，乏味无聊的工作do the chores 做杂务
3. while conj. 与……同时；当……的时候；而；然而
Key points
Step 5 Work on 4c
1. Let students work in groups. Ask students to make a list of things they need to do for a camping trip.
2. Discuss who will do them and complete the chart.
3. Make conversations like this:
A: Could you please bring a tent, Liu Chang
B: Sure. And could you please...
C: Sorry, I can’t. I have to...
教学效果评价
通过观察、讨论、归纳等课堂活动，学生能够探究并总结出情态动词could 在提出要求和征询许可时的语言规律，提高思维的逻辑性，使语言表达的准确性得到加强。
作业
完成《点拨训练》UNIT 3 课时3 Section A(Grammar Focus—4c) 的练习。
教学笔记
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3Unit 3 Could you please clean your room
课时4　Section B(1a-1e)
课时教学目标
1. 能够谈论聚会前的准备工作。
2. 清楚区分家庭成员的不同分工，将短语合理分类。
3. 能够在听说活动中准确获取并清晰表达有关家庭事务和分工的信息。
教学重点：
1.Key words:
snack,
invite...to a party, borrow some money, buy some drinks and snacks, go to the store, clean one’s room, use one’s CD player, be careful with..., move to the bedroom, clean the living room.
2.Key sentences:
a. -Could you clean your room -Yes, I can.
b. -Could I invite my friends to a party -No, you can’t have a party.
c. -Could you please... -Yes, sure. / Sorry, I can’t. I have to...
3. Structure
invite...to...
教学难点：
Learn to ask for permission.
教学过程
Step 1 Lead-in
1. Show some pictures about preparing a party to students and let them think about the question: What should we prepare for the party
2. Let students work in pairs and have a discussion about the question with their partners.
Step 2 Work on 1a
1. Have a responsibility division game. Present some pictures of the phrases in 1a to guide students to judge “parents” or “teenagers”.
2. Check the answers with students.
Textbook Answers 1. teenagers 2. teenagers 3. parents 4. teenagers 5. teenagers/parents 6. teenagers 7. parents 8. parents
Key points
1. snack n.（可数名词）点心，小吃
2. invite v. 邀请invite sb. to do sth. 邀请某人做某事；invite sb. to... 邀请某人去……
Step 3 Work on 1b
1. Let students work in pairs. Ask students to use the phrases in 1a to make conversations.
2. Choose some pairs to act out the conversations in class.
Step 4 Work on 1c
1. Let students read the phrases in 1a.
2. Play the conversation between Sandy and her mom. Ask students to check the things in 1a that they hear.
3. Ask students to check the answers.
4. Ask students to listen to the conversation and repeat it.
Textbook Answers Checked: 1, 2, 3, 4, 5, 6
Step 5 Work on 1d
1. Ask the students to look at the chart.
2. Play the recording and let students listen again and fill in the chart.
3. Check the answers.
Textbook Answers Sandy’s mom: go to the store, buy some drinks and snacks
Sandy: invite her friends, clean her room, use the CD player
Sandy and Dave: move the big chairs to the bedroom, clean the living room
Step 6 Work on 1e
1. Tell the students that they are having a party. And they need their partner’s help with the things in the box.
2. Let students work in pairs and make similar conversations like this:
A: Could you please take out the rubbish B: Yes, sure./No, I can’t. I…
教学效果评价
通过更加深入的听力练习，能够在为聚会做准备的情境中正确使用有关准备活动的动词短语和Could... 句型；以听说的方式理解他人的请求和征询许可；区分家庭成员的不同分工，将短语合理分类；借助提出请求和征询许可的句型有逻辑、清楚地表达自己的意愿。
作业
完成《点拨训练》UNIT 3 课时4 Section B (1a—1e) 的练习。
教学笔记
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2Unit 3 Could you please clean your room
课时5　Section B(2a-2e)
课时教学目标
1. 通过阅读训练，提升阅读能力，掌握阅读策略。
2. 在阅读语篇后，能够就“孩子是否要承担家务劳动”发表自己的观点和看法。
3. 通过针对孩子是否应当承担家务劳动的讨论，训练思辨能力，找到能支持观点的理由。
教学重点：
1.Key vocabulary:
stress, waste, anyway, provide, depend, develop, independence, fairness, since, neighbor, ill, drop, independent.
a waste of time, spend...on...,in order to, provide...for...,depend on, do one’s part in doing, take care of, as a result.
2.Key sentences:
a. They should spend their time on schoolwork in order to get good grades and get into a good university.
b. It is the parents’ job to provide a clean and comfortable environment at home for their children.
c. It is not enough to just get good grades at school.
d. Since they live in one house with their parents, they should know that everyone should do their part in keeping it clean and tidy.
3. Structure
a. It is + adj. to do....
b. There is no need for sb. to do...
c. The +比较..., the +比较...
教学难点：
Learn to how to express the idea of doing housework.
教学过程
Pre-reading
Step 1 Lead-in
The teacher makes conversations with students to review the pattern “Could you… ”
T: Could you help me clean the office S1: Yes, sure. S2: …
Step 2 Work on 2a
1. Let students look at the picture in 2b and find the main character.
2. Let the students discuss the questions with their partners.
(1) What do you do to help your parents at home
(2) When you do chores, what’s your feeling
(3) Do you think children should help out with chores at home
3. Choose some students to answer the questions in class.
While-reading
Step 3 Work on 2b
Fast reading
1. Ask students to read the letters quickly and find out which one agrees young people should do chores at home and which one disagrees young people should do chores at home. Remind students of the reading strategy—Find the topic sentence: It’s usually the first or the last sentence of a paragraph.
Textbook Answers Th e letter from Ms. Miller disagrees; the letter from Mr. Smith agrees.
2. Ask students to read the first letter and judge the sentences True (T) or False (F).
(1) Kids already have enough stress from school.
(2) Kids have time to study and do housework.
(3) Doing chores isn’t difficult for Ms Miller.
(4) Kids should spend time on their housework now.
Answers (1) T (2) F (3) T (4) F
3. Ask students to read the second letter and judge the sentences True (T) or False (F).
(1) It is enough to just get good grades at school.
(2) Children these days don’t depend on their parents too much.
(3) Everyone should do their part in keeping the house clean and tidy.
(4) The later kids learn to be independent, the better it is for their future.
Answers (1) F (2) F (3) T (4) F
Careful reading（知识点讲解及针对训练详见上课课件PPT）
Dear Sir,
make/have sb. do sth. 让某人做某事帮忙做某事
I do not understand why some parents make their kids help with housework and
目前；现在
chores at home. Kids these days already have enough stress from school. They do not have time to study and do housework, too. Housework is a waste of their time.
作为 浪费
Could we just let them do their job as students They should spend their time on
sb.+ spend + 时间/ 金钱 on sth./in doing sth. 花费时间/ 金钱做某事；sth. cost sb. + 金钱 某物花了某人多少钱；
sb. pay + 金钱 for sth. 某人付钱买某物；It takes sb. + 时间 to do sth. 做某事用了某人多长时间
schoolwork in order to get good grades and get into a good university. Also, when
in order (not) to do 为了（不）做某事；in order that+句子
they get older, they will have to do housework so there is no need for them to do it
provide sth. for sb.provide sb. with sth. 对某人来说做某事没有必要
now. It is the parents’ job to provide a clean and comfortable environment at home
It is one’s job/duty/...to do sth. “做某事是某人的工作( 职责等)” it 为形式主语，真正的主语是动词不定式短语
for their children. And anyway, I think doing chores is not so difficult. I do not mind doing them. 不介意做某事
Ms. Miller
Dear Sir,
疑问词+to do 不定式作宾语
I think it is important for children to learn how to do chores and help their parents with housework. It is not enough to just get good grades at school. Children these
依靠；依赖
days depend on their parents too much. They are always asking, “Could you get
develop v. 发展，壮大development n. 发展
this for me ” or “Could you help me with that ” Doing chores helps to develop
n. 独立；independent adj. 独立的 照顾
children’s independence and teaches them how to look after themselves. It also
n. 公平；fair adj. 公平的；unfair adj. 不公平的
helps them to understand the idea of fairness. Since they live in one house with
since conj. 因为；既然( 引导原因状语从句)prep., conj. & adv. 从……以后( 后接表示时间的词或短语)
their parents, they should know that everyone should do their part in keeping it
do one’s part in (doing) sth. 尽某人职责做某事
clean and tidy. Our neighbors’ son got into a good college but during his first year,
he had no idea how to take care of himself. As a result, he often fell ill and his
不知道 = care for= look after照顾 结果；因此 fall ill 生病
grades dropped. The earlier kids learn to be independent, the better it is for their
the+ 比较级...，the+ 比较级... 越……，就越……
future.
Mr. Smith
Step 4 Work on 2c
1. Ask students to read the letters again carefully and find out the pros and cons about kids doing chores.
2. Ask one or two students to check the answers.
Textbook Answers Answers will vary. Suggested answers:
Pros Cons
Doing chores helps to develop children’s independence. It teaches them how to look after themselves. It helps them to understand the idea of fairness. It is good for their future. Children already have enough stress from school. Housework is a waste of children’s time. They have no time to study and do homework. Their job now is to be students. They will do housework in the future. It is the parents’ job to provide a clean and comfortable environment at home for their children.
Step 5 Work on 2d
1. Ask students to read the letters in 2b and find the phrases in 2d in the letters.
2. Ask students to make sentences with the phrases in 2d.
3. Choose some students to check the answers.
Textbook Answers Answers will vary. Sample answers:
1. Computer games are a waste of time.
2. Th ere is no need for her to go to the market every day.
3. I do not mind doing the dishes. 4. I like to spend time on my hobby.
5. We should read more books in order to improve our English.
6. It is not enough to just do grammar exercises.
7. Th e earlier a child starts learning a new language, the better he will be at it.
Post-reading
Step 6 Work on 2e
1. Let students work in pairs. Let students discuss the questions in the box with their partners.
2. Ask some students to tell the answers.
Step 7 Extended exercises
Read the letters again. Finish the following mind map and retell the letters.
Answers (1) kids shouldn’t do chores (2) to spend time on schoolwork in order to (3) a waste of time (4) have enough stress (5) have no time (6) to provide a clean and comfortable (7) do housework (8) get older (9) no need (10) to do housework (11) doesn’t mind (12) kids should do chores
(13) develop children’s independence (14) depend on parents (15) look after themselves (16) the
idea of fairness (17) do their part in keeping the house (18) Th e earlier (19) the better
教学效果评价
能够正确理解文章观点，熟练运用课文中的新词汇，准确复述课文中人物的观点并表达自己的观点；能够熟练运用阅读策略理解文章主旨大意，提升阅读理解能力。
作业
完成《点拨训练》UNIT 3 课时 5 Section B (2a—2e) 的练习。
教学笔记
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5Unit 3 Could you please clean your room
课时2　Section A(3a-3c)
课时教学目标
1. 正确使用 could 表达礼貌请求与征询许可。
2. 掌握文章出现的新词汇、新句型，达到熟练运用的目的。
3. 准确、完整讲述故事发展过程，在理解故事情节的基础上对文章进行进一步的解读。
4. 能够学会尊重家长、体谅家长，做一些力所能及的家务。
教学重点：
1.Key vocabulary:
throw, neither, shirt,
all the time, as soon as,
2.Key sentences:
a. our dog welcomed me when I came home from school.
b. The minute I sat down in front of the TV, my mom came over.
c. I’m just as tired as you are!
d. She did not do any housework and neither did I.
e. I finally understand that we need to share the housework to have a clean and comfortable home.
3.Structures:
a. the minute=as soon as
b. Neither did I.
c. didn’t say anything= said nothing
教学难点：
Learn to understand 2b.
教学过程
Pre-reading
Step 1 Lead-in
1. Show the pictures about chores in 1a to students.
2. Let students say out and write down these phrases and read them together.
While-reading
Step 2 Work on 3a
Fast reading
1. Show the picture in 3a to students and ask them to answer the questions below.
(1) Is the house clean and tidy or is it in a mess
(2) What will you do if your house is messy like this
(3) What is the article in 3a about according to the picture
2. Ask students to read the passage quickly and find the answers to the questions.
(1) Why was Nancy’s mom angry with her
(2) Did they solve the problem How
Textbook Answers Answers will vary. Suggested answers:
1. Nancy wanted to watch TV first before taking the dog out for a walk. Nancy watched TV all the time instead of helping out around the house.
2. Yes. Both Nancy and her mother did not do any housework for a week. Th e house got so messy that Nancy could not even find a clean dish or a clean shirt. She decided to do the housework to make the house clean and tidy again. She apologized to her mom and said that she finally understood they needed to share the housework in order to have a clean and comfortable home.
3. Ask students to read the story again and find out the answers to the questions in the story.
(1) When did this happen
(2) What did her mother want her to do
(3) What did Nancy want to do
(4) What did Nancy finally understand
Answers (1) Last month. (2) Her mother wanted her to take the dog for a walk.
(3) She wanted to watch one show first.
(4) We needed to share the housework to have a clean and comfortable home.
Careful reading（知识点讲解及针对训练详见上课课件 PPT）
Last month, our dog welcomed me when I came home from school. He wanted a walk, but I was too tired. I threw down my bag and went to the living room. The
扔下 the minute=as soon as 一……就……
minute I sat down in front of the TV, my mom came over. 过来；拜访
“Could you please take the dog for a walk ” she asked.
take ... for a walk 带……去散步
“Could I watch one show first ” I asked.
all the time 频繁；反复；一直；in time 及时；on time 按时；at times 有时；from time to time不时 帮助做家务
“No!” she replied angrily. “You watch TV all the time and never help out around
整日
the house! I can’t work all day and do housework all evening.”
“Well, I work all day at school, too! I’m just as tired as you are!” I shouted back.
as...as... 与……一样；not as/so...as... 不如
My mom did not say anything and walked away. For one week, shed id not do any housework and neither did I. Finally, I could not find a clean dish or a clean shirt.
neither+ 情/助/be+主语：也不
so+ 情/助/be+主语：也是
The next day, my mom came home from work to find the house clean and tidy.
“What happened ” she asked in surprise.
惊讶地；to one’s surprise 令人惊讶的是 surprised（人）感到惊讶的
surprising（物）令人惊讶的
“I’m so sorry, Mom. I finally understand that we need to share the housework to have a clean and comfortable home,” I replied.
Step 3 Work on 3b
1. Let the students read the story again.
2. Let students read the sentences in 3b. Underline the sentences from the reading that mean the same meaning.
3. Choose one or two students to check the answers.
Textbook Answers
1. For one week, she did not do any housework and neither did I.
2. Th e minute I sat down in front of the TV, my mom came over.
3. I'm just as tired as you are!
Key points
“neither of + 名词 /代词复数”表示“两者都不……”，作主语时，谓语动词用单数或复数均可【拓展】“both of + 名词 /代词复数”表示“两者都……”，谓语动词用复数。
Post-reading
Step 4 Work on 3c
1. Divide the students into some groups and discuss the questions in groups.
2. Have one student in groups say the answers in front of the class.
Textbook Answers Answers will vary. Sample answers:
1. walk (noun) → I walked home from school. (verb)
2. show (noun) → Could you please show me your new book (verb)
3. work (verb) →My father has a lot of work to do this weekend.(noun)
4. watch (verb) →My best friend bought me a watch as a birthday gift. (noun)
5. surprise (noun) →My parents surprised me on my birthday with a lovely birthday cake! (verb)
教学效果评价
能够根据读到的关键词对人物、地点、事件等进行推断；能在Nancy 和妈妈发生的故事的情境中正确使用情态动词could 表达礼貌请求与征询许可，并掌握新词汇、新句型。
作业
完成《点拨训练》UNIT 3 课时2 Section A(3a—3c) 的练习。
教学笔记
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