Unit 5 What were you doing when the rainstorm came? Section B 2a-2e（Page 38-39）教学设计

人教新目标八年级英语下册
Unit 5 What were you doing when the rainstorm came
Section B 2a-2e（Page 38-39）教学设计
一、教学目标
1. 知识目标：
Words and Phrases:
Passage,pupil,completely,shocked,silence,recently,terrorist,date, tower, truth.
in silence, take down, at first, read the passage,important events, a school pupil,completely shocked, more recently,be taken down by terrorists, two towers, remember/forget to do/doing, tell the truth, have trouble in doing sth.
Sentences:
1. People often remember what they were doing when they heard the news of important events in history.
2. My parents did not talk after that, and we finished the rest of our dinner in silence.
3. More recently, most Americans remember what they were doing when the World Trade Center in New York was taken down by terrorists.
2. 能力目标：（1）通过文章标题和插图等获取文章的主旨大意，训练学生快速阅读的技巧。
（2）训练学生运用扫读，根据每段的首句快速获取相关信息的能力。
3. 情感目标：（1）了解美国民权运动领袖马丁·路德·金
（2）了解震惊世界的9·11恐怖袭击事件
（3）通过学习，学会珍藏记忆，珍惜生活。
二、教学重难点
教学重点：如何利用阅读技巧猜测文章大意和段落大意。
教学难点：如何描述事件和复述全文。
学情分析
根据学生现阶段的英语水平和本节课文章的难度，我事先安排了学生预习。预习本节课出现的重点词汇和短语，预先朗读文章一遍了解文章内容，这样为本节课的教学扫清了单词障碍，方便进一步实施阅读教学。
教材分析
本节课是一节阅读课，教学内容围绕两个事件展开，文章结构比较清晰明了。预习作业帮助学生扫清单词障碍。鉴于本文只设置了判断正误和找同义句两个简单的练习，为此我设置了主题预测、找主题句、分部分进行思维导图、填空、复述等多形式的阅读方式对教材进行了整合。
教学用具
图片，黑板，PPT，录音机，录播室等。
六、教学过程
Step1. Prevision check
Check the students’ prevision job.Check and read the key words and phrases.
设计意图：引导学生学习掌握重点词汇的节奏和读音，理解重点短语的中文意思，为语篇阅读扫清单词障碍，鼓励学生参与阅读。
Step2. Lead-in
Introduce Martin Luther King and World Trade Center by showing pictures and asking students some questions. As showing the pictures,students can learn some new words,such as ‘event’‘be killed by’ ‘terrorist’ ‘be taken down’.
设计意图：通过简单明了的图片引入马丁·路德·金和世贸大厦，引出两个大事件：（1）Martin Luther King was killed by someone.(2)The World Trade Center was taken down by terrorists.为接下来的阅读内容做铺垫，让孩子们了解与阅读本节课将要学习的两件重大历史事件。
Step3. Pre-reading
Predict what passage is about by pictures in the text and title. Teach students to learn a very important reading skill.Give students three sentences to let them choose the right one.
What’s the main idea of the passage
A. What were the people doing when two events happened
B. Martin Luther King
C. The World Trade Center
设计意图：让学生学习阅读技巧，引导学生通过读标题、看图片来预测文章的大意，迅速捕捉阅读主题。
Step4. While-reading
(1) learn the second reading skill.
Title is helpful for us to understand a text. It is also good idea to read the first sentence of each paragraph before we read the whole text. Therefore, let students read the first sentence of each paragraph and match the them.
Para1 A. Robert Allen is now over 50, but he was a school pupil at that time.
Para2 B.People often remember what they were doing when they heard the news of important events in history.
Para3 C.This was a day Kate Smith will never forget.
Para4 D. More recently, most Americans remember what they were doing when the World Trade Center in New York was taken down by terrorists.
After matching the sentences,the teacher leads students to think:
T:How many parts can we divide the passage into
Ss:Two.(because of two events appeared in our reading)
Finish 2b on page39.
设计意图：第二种阅读技巧的培养，是通过读每段的首句来猜测其大意的方式来实现的。以连线题的形式呈现有助于降低难度，增强学生阅读的自信心。通过教师引导梳理划分本篇阅读，让学生理清思路，抓住文章脉络。
(4) Group-work
This part can be seen as detailed reading. Let students read parts by parts.Find out the key points and finish the mind map.
Read para 1-2 and finish the first part.
Martin Luther King’s death（who,when,where,what)
Read para3-4 and finish the second part.
The World Trade Center was taken down by terrorists.(who,when,where,what)
设计意图：分部分阅读缩短了文章的长度，采用填表式的阅读任务便于学生及时找到表格中所需要的信息，在搜索信息的同时边理解文章意思。通过学生的回答、填表检查阅读效果。
Step5.Post-reading
(1)P39,2c.Read the passage again. Are the following statements true (T) or false (F)，or is the information not given (NG)
(2)P39,2d.Find out sentences from the passage with similar meanings to the ones below.
(3)Fill in the blanks according to the passage or the Chinese meaning.
(4)Retell the passage by filling in the blanks and read it out.
设计意图：通过课本练习检测学生对文章的基本理解。设置根据文章内容或中文提示完成句子可以检测学生对全文的理解和对重点词汇的掌握。复述能让学生掌握对文章的整体理解，让学生内化全文，理清文章结构。
Step6. Summary
Summarize what we learned in this class.
设计意图：利用思维导图帮助学生梳理文章结构，同时也是对所学内容的回顾，锻炼学生的思维能力，而且巩固他们的英语表达能力。
Step7. Homework
1. Write about an event that you remember well.
2. Read 2b carefully.
3.Remember the key points by heart.
Do you remember what you were doing
Some key words and phrases
How to describe an event
Two important events
Get some reading skills
Who/when/where/what...
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