Unit5 What were you doing when the rain Section B 2a—2e ( P38)公开课教学设计教案

课题：人教版八年级英语下
Unit 5 What were you doing when the rainstorm came Section B 2a—2e ( P38)公开课教学设计
一、教学目标：
1. Knowledge aims知识目标 ：学生能掌握文段中的重、难词汇、短语，长句：
New words: passage, pupil, completely, shocked, silence, recently, terrorist, date, tower, truth
Phrases: in silence, take down, at first, have meaning to
Sentences： Although some people may not remember who killed him, they remember what they were doing when they heard the news.
September 11, 2001---- the date alone means something to most people in the US.
2. Ability aims能力目标 ：
学生能够掌握本文中所用到的阅读技巧（1）根据图片和标题预测文章内容的技巧；（2）根据每段的首句和末位句总结每段大意和文章的中心思想的能力；（3）训练学生运用扫读，快速获取相关信息的能力。（4）能简单复述文章。
3. Mentality aims 情感态度价值观目标：
（1）本文涉及美国历史学生能够乐于接触并了解异国文化培养学生的国际视野；
（2）学生对往事的回忆，使得学生有学好英语的信心，敢于用英语表达。
（3）通过学习，学会珍藏记忆，珍惜生活。
二．Important points教学重点：
1、New words:passage, pupil, completely, shocked, silence, recently, terrorist, date, tower, truth
词组in silence, take down, at first, have meaning to
2、本节篇章教学课重在分析文章结构，掌握预测和关键词查找技巧。激活学生的听、说、读、写技能，培养阅读能力并加强对过去进行时的理解与运用。
三．Difficult points教学难点：
1、学生能够根据图片和标题预测文章内容的技巧；
2、学生能学会用skimming and scanning 的阅读技巧，同时使用关键词查找信息，培养快速获取文章信息的能力；
四、Teaching steps（教学步骤）
Step1. Lead-in（导入：读前）
A. 大屏幕展示马丁路德金和世贸大厦的录像，直接导入。
What do you think the passage is about
设计意图：快速地把学生引入将学的知识中。
Step2. Reading Strategy
读中活动――理解短文。
（一）听课文录音，回答下列问题：
1.What was Robert Allen doing when Dr. King was killed
He was eating dinner in the kitchen when Dr. King was killed
2.Which day will Kate Smith never forget
September 11, 2001
(二）Skimming（略读）快速默读文章，回答下列问题
(1) Reading the Title and the First Sentences (Work on 2a)
T: One of the reading skills is to read the title of the passage – this helps you understand the text. It is also a good idea to read the first sentence of each paragraph before you read the whole text.
（2）The first reading (Work on 2b)
T: Read the whole passage quickly and find the answers to the two questions.
1.What are the two events in the passage
2.When did they happen
学生开始快速阅读文章，老师可以在课室走动，一边监督学生阅读文章，一边给予相应的指导。尤其是阅读技巧的指导。学生完成后，找学生回答问题。
（3）The second reading (Work on 2c)
T: Read the passage again and finish 2c. Read the statements and decide if they are true, false, or the information is not given.
学生继续开始快速阅读文章，同理的，老师可以在课室走动，一边监督学生阅读文章，一边给予相应的指导。学生完成后，给出相应的答案。
（4）The third reading (Work on 2d)
T: Ok, after reading for two times, we have known the main idea of the passage
Now, let’s read the third time and try to finish 2d. Underline sentences from the passage with similar meanings to these sentences.
学生再一次开始快速阅读文章，老师可以仍然需要在课室走动，一边监督学生阅读文章，一边给予相应的指导。学生完成后，在文章找出相关的答案。
设计意图：通过重复几遍地阅读文章，让学生对文章有个整体的了解，便于接下来的精读学习。
Step4. show time Intensive reading ( 精读 )
1、朗读短文，感悟文章 .
2. 小组练读短文后，进行PK .
T: Let’s read the passage paragraph by paragraph.
找4组学生，一个读，另一个翻译，教师讲解文章中重点字词句，对于相关知识点，在黑板上给出清楚的板书。
设计意图：精读能让学生对文章有更深层次的把握，便于接下来的复述练习。
Step5. 读后活动 [3e]Speaking（群学） Retelling（复述）
教师给出文章的简单叙述，抽掉一些空，方便学生的完成
T: Now complete this paragraph about the passage by filling in the correct words.
People often remember what they were doing when they heard the news of important events _____ ______. For American people, they remember what they were doing ____ April 4, 1968. On that day, Dr. Martin Luther King ______ _______. Robert Allen is now _____ 50, but he was a school pupil ____ _____ _____. He heard the news _____ _____ _____ when they were eating dinner. After that, they just finished dinner _____ _________. On ______________ 11, 2001, the World Trade Center____ ______ ______ by ___________. Kate Smith will never forget this event. She was ____ scared _____ she could hardly think clearly after that.
设计意图：复述文章能让学生进一步巩固学的文章。
Step6. After reading: Discussion (读后的讨论) Speaking（群学） (Work on 2e)
T: Ok, now, let’s have a discussion. How much do you remember about the events in the passage
Have Ss work in pairs. Each of them writes down some questions to ask their partner. Have Ss take turns to ask and answer questions. Walk around the classroom and monitor.
T: Now let’s talk about an important event that you remember. What were you doing when it happened
Have Ss express their ideas.
If time allows, have a few pairs of Ss share what they have talked about to the class. Encourage them to use the structure “He/She was … when … happened.” as they report to the class what their partner has said.
(给学生练习的时间)
设计意图：复习文章中的重大事件，进一步加深对文章的掌握。
Step6. Homework
1. Read the new words learned in this lesson aloud.
2. Written:
Make a survey about your classmates’ important event. What were they doing
设计意图：通过练习巩固所学知识。
Homework
Tell an important event in English.
教学反思
本课时是一节阅读课，围绕"美国重大历史事件"这一话题通过激活学生的听、说、读、写技能，培养学生阅读能力并加强对过去进行时的理解与运用。
我对本节英语阅读课做了几个设计来解决这个问题。本篇文章讲述的是一个过去的故事，描述的是过去某一个点正在发生的事情，最后通过这两个故事告诉我们一个道理，灾难并不可怕，我们可以互帮互助，解决问题才是最重要的。本课的亮点如下：
1. 利用创设情境法
在本课的导入部分我通过多媒体展示了Martin Luther King被杀和2001年9 11美国纽约世贸中心被恐怖份子摧毁这两个重要事件的视频，通过声音，图像生动的结合充分调动学生的学习主动性和积极性。
2. 多媒体辅助教学法
课前精心准备课件，课件涵盖阅读课中的听力、问题、关键词、情景图片等内容。
3. 任务型教学法
本文教学将使用任务型教学策略：阅读前--阅读中--阅读后，文章阅读过程中，运用提问、判断表格、复述等方法，引导学生熟练使用阅读技巧，完成阅读任务。
4．本节课的存在的不足：
（1）时间把握欠妥当，如：Scanning阅读这一环节中，表格形式单一，用时较长；（2）处理重难点短语及长难句过程中，即教材中2d部分，部分学生可熟练找到同义句，但对同义短语的理解不到位.（3）多媒体的运用信息量大所以较快，有的学生难以跟上节凑，因此要注意教学节奏的把握，防止学生成为“看客”。