Unit3SectionA3a-3c教案人教版八年级英语下册
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课时教学设计
第三课时
课题 Unit 3 Could you please clean your room? Period 3 Section A 3a3c
课型 新授课√ 章/单元复习课□ 专题复习课□ 习题/试卷讲评课□
学科实践活动课□ 其他□
1.教学内容分析
What：讲述了Nancy和妈妈之间由于做家务引发的争吵。
Why：通过本节课的学习，学生能够意识到作为家长和孩子各有难处，需要好好沟通，互相体谅，找出解决问题的办法。
How：通过讲故事的形式，帮助学生理清Nancy和妈妈沟通的过程，通过排序的方式理清故事脉络，并通过流程图帮助学生概括理解主要情节。
2.学习目标确定
通过本节课的学习，学生将能够：
1.extract the specific information about the story.
2. analyze the problem between Nancy and her mother by using SWOT.
3.understand the importance of sharing housework with family members.
3.学习重点难点
学习重点：
1） 能够利用流程图理清故事主要情节。
2） 能利用SWOT分析法描述沟通中的问题并给出合理化建议。
学习难点：
1）能够通过回答问题链明确故事中的细节性信息。
2）按照故事发展的逻辑顺序复述故事。
4.学习评价设计
依照学科阅读课的评价标准进行。关注课堂生成，并进行补充。
5.学习活动设计
教师活动 学生活动 环节一： Prelistening1
教师活动 1
T introduces the background of this class.
Peter’s classmate Nancy is talking with his
brother Tony about doing chores. What may
happen during their talk?
学生活动 1
Ss read the background of the lesson
活动意图说明：
通过设置背景，让本节课生动鲜活地和学生的生活实际联系到一起，激发学习兴趣。
环节二：listening 1
教师活动 2
Step 2
T asks Ss to listen and answer the following
questions.
1.What does his sister want Tony to do?
2.What does Tony want to do first?
3.Where do you think their mother is? 学生活动 2
Ss look at the picture and guess the possible
relationship between the two children .
Ss then listen to the conversation and answer
the following questions.
活动意图说明：
通过插图激发学生关注听力内容，通过回答问题串帮助学生理清Nancy对于做家务的看法，为后文的讨论埋下伏笔。
环节三：listening 2
教师活动 3
Step 3
T asks Ss to listen again. Fill in the
blanks. After that, try to retell it and guess
what will happen next.
学生活动 3
Ss listen and fill in the blanks and then guess
what will happen next.
活动意图说明
通过排序引导学生复述文本，熟悉对话，同时通过合理预测引出阅读文章内容。
环节四：Before reading 教的活动 4
Step 4
T asks Ss: how do you feel when you see the
picture?
学的活动4
Ss look at the picture and then give their
feelings.
活动意图说明
通过读前预测，连通学生和主人公的感受，为准确理解稳重作者的情感做好铺垫。
环节五：First reading
教的活动5
Step 5
T asks Ss to skim the passage and find out
the elements of the story
T then asks Ss to number the order of the
story
. 学的活动5
Ss skim the passage and find out the elements
of the story.
Ss skim the passage and number the order the
story.
活动意图说明
通过浏览文章找出故事发展的重要要素同时通过标注顺序引导学生关注文章故事的发展。
环节六：Second reading
教的活动6
Step 6
T invites Ss to answer questions through
reading carefully.
1. How did Nancy feel when she came
home from school?
2. Can you guess what Nancy wanted to do
before her mother came home?
3. What did Nancy's mother want Nancy to
do?
4. What was mother's feeling?
5. What happened next?
学的活动6
Ss read the story and answer the following
questions. 活动意图说明
通过引导学生回答问题串帮助学生明确故事发展的细节和脉络。
环节七：Practice
教的活动7
T asks Ss to role play the key conversation.
学的活动7
Ss role play the conversation
活动意图说明
通过角色扮演深入理解人物的情感状态，为后续水到渠成地促成亲自互相理解，学会主动分担家务。
环节八：Analysis
教的活动8
T asks Ss to analyze Nancy’s problems by
using SWOT analysis.
学的活动8
Ss discuss and analyze Nancy’s problems
by using SWOT analysis.
活动意图说明
引导学生学会使用SWOT分析工具，并且进一步分析Nancy和母亲沟通过程中的4中要素。
环节九：details understanding
教的活动9
T guides Ss to read the story and answer
the following three questions:
1. What did Nancy do?
2. What did Nancy finally understand?
3. What will happen next?
学的活动9
Ss read the story and answer the following
three questions.
活动意图说明
通过继续细读文章，形成对于文章的整体性理解，同时通过最后一个问题的提问激发学生对于后续故事发展的思考。 环节十：Retelling
教的活动10
T asks Ss to retell the story by using the
flowing chart. 学的活动10
Ss retell the story by using the flowing chart.
活动意图说明
通过复述故事，帮助学生重新理清故事脉络。
环节七：Homework
1. Retell the story orally.
2. Please write a letter about your problems to Worry Relieving Store in about 60
words .
