人教版八年级下册 Unit 5 What were you doing when the rainstorm came?Section B (2a-2d) 教案（表格式）

Title Unit 5 What were you doing when the rainstorm came SectionB(2a-2d)
Type Reading
Topic Unforgettable events
The analysis of teaching content This is a passage from Unit 5 of Go For It teaching material. The passage is based on the important events. The people tells what they were doing when they heard the important news. In this passage, students can perceive the sentences with when and while again. The passage also sets an example for writing part in this unit. Especially the passage structure, can be helpful for students to master the key points of writing.
The analysis of learners Students have learned the present progressive tense in Grade 7 and learned the past progressive tense this semester, students can grasp the structure and understand some sentences. However, the background of the two events is hard to understand and make them clear.
Teaching aims Language ability Use the new words and expression Reinforce the sentence structure of when/while.
Thinking quality Understand the background of the pare the culture differences between western country and China.
Culture awareness Know about the great person-Martin Luther King. Know about the event: September 11, 2001.
Learning ability 1.learn to guess the meaning the words in the passage. 2.Search for the specific information 3.To get the main idea by headline
Key points Master the key phrases and vocabulary. Understand the passage correctly
Difficult points The background of the events
Teaching methods PWP
Learning ways Imitation, Repetition, Guessing, Cooperation,
Teaching procedures
Pre- reading Step1 Review what we have learned yesterday by choosing the best answer and fill in the blanks.
Purpose Review the usages of when/while.
Step2 Learn the new words by understanding the sentences.
Purpose Help students to solve problems before reading the passage.
Step 3 Lead in the big dates
Purpose By learning about the Chinese dates students are so familiar with, lead students to know about the dates in America. Students may be curious about the important dates.
While- reading Step1 Fast-reading: Find out the main idea of this passage by looking at the two pictures and headline and know about the background information of the events.
Purpose The title can be helpful for students to understand a text. So students can grasp the basic reading skill and broaden their horizon.
Step2 Careful-reading: Read the passage and answer the questions.
Purpose Make clear the passage structure.
Step3 Read paragraph 1 and paragraph 2, finish this chart in 3 minutes.
Purpose Understand the event by finding the key points: when, what, where, what, how.
Step4 Read paragraph 3 and paragraph 4, answer the following questions.
Purpose Help students to know how to analyze the questions and answer the questions, especially the ways to answer the questions.
Post- reading Step1 Read the whole passage again and fill in the blanks by using the following words.
Purpose To help students to understand the passage from an overall perspective.
Step2 Read the sentences of expressing the feeling and look at the pictures of war between Russia and Ukraine.
Purpose To motivate students’ emotion of loving peace and loving China.
Summary 1.words and expressions 2.Describe one unforgettable event by the following perspectives of when, what, where, what, how.
Homework Level A 1.完成绩优P49-P51. 2.识记38-39页单词
Level B 1.完成绩优P49-P51部分题； 2.抄写第38-39页单词2+1 .并识记
Level C 1.抄写第38-39页单词3+1，并识记。 2.读会上课复习的单词
Blackboard design Unit 5 Section B Reading These dates have meaning to China. Apr.4,1968 in America was killed eating dinner shocked When————where——what———— what————how Sep.11,2001 inAmerica was taken down working scared Love China, Love peace.
Teaching reflection 本节课主要内容是八年级下册第五单元长篇阅读，课堂上大部分同学能够在课堂上积极参与，能够配合教师进行完成教学任务，因此本节课的教学任务能够按预期完成，教学目标也基本达成。 首先，本节课开始时，采用擦黑板活动，激发学生的积极性和课堂参与度，同时缓解课堂开始时的紧张气氛；紧接着在处理阅读前的障碍时，由于学生基础较弱，该部分花费时间较长，导致课堂节奏有前松后紧之感；该部分的处理，如果放在课前进行强化，那么课堂节奏可能就不会出现那种情况。另外，在处理文章的详细信息时，让学生在课文中找相关信息，然后在文中划线，该部分要是让学生在练习本中写出来，那么可能收到不一样的效果；并且该部分可以找学生上黑板完成该部分的任务，然后进行一起check，那么指导会更加明确。在拓展马丁路德金和911事件的相关背景的时候，如果能够通过问题的形式呈现会不会更有意义？例如，What’s Martin Luther King’s skin color What did he do at that time so that he was killed What’s the name of his famous speech What prize did he get？而针对911事件，例如，What was the world Trade Center Who took down the world Trade Center What is terrorist ,and so on.最后，试想如果教学任务都以分值的形式呈现出来，并且整个课堂采用积分制，那么学生的参与度会不会更高呢 课堂的效果会不会更好呢？