鲁教（五四）版八年级上册Unit 3 What were you doing when the rainstorm came？ Section B 教案

Unit3 What were you doing when the rainstorm came
Section B (2a-2e）教学设计
【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
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，快速获取相关信息的能力。
(3 ) 学会谈论当重大事件发生的时候正在进行的动作，也就是过去进行时的运用。
（4）能简单复述文章。
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。
【教学重点】
1.过去进行时的用法。
2.本节课所学单词、短语和句子。
3.利用过去进行时谈论发生的事情。
【教学难点】
1.本节课所学单词、短语和句子。
2.学会谈论当重大事件发生的时候正在进行的动作，也就是过去进行时的运用。
【Teaching steps（教学步骤）】
Step1. warm-up（热身活动）
Morning report:
A student gives us a morning report and students guess where this report comes from.
（设计意图：设计学生模仿演讲《我有一个梦想》的高潮部分，一是为今天的学习内容做铺垫，二是通过学生慷慨激昂的演讲来营造激动人心的课堂氛围，激发学生对于本节课学习内容的好奇心和兴趣。）
Step2. Lead-in（导入：读前）
T：I Have a Dream was given by Martin Luther King. In America's history, this was a big event. People remember what they were doing when big events happened. Look at the following events, answer what you were doing at that time.
T shows some big events in China and students answer what they were doing at that time.
（设计意图：本环节的设计旨在通过不同的事件来操练学生对于What were you doing when the big events happened 这个问题的回答。在学习文章之前，将重点句型进行集中操练。扫除阅读障碍。而大事件的选择都是学生感兴趣的，有的甚至选自于学生的业余生活。使课堂贴近生活，使英语贴近生活。这样的操练降低了学生对于新知学习的心里畏惧，潜移默化的增加学生的自信心。）
Step3. Before reading: Prediction (预测)
(1)According to the title, guess the main idea of this passage.
(2) According to the pictures, guess how many events has the passage mentioned.
Two events
Step4. While reading
1. First reading ：
Find out what are the two events.
2. Second reading : Skimming (略读)
Skim(略读)the passage and match each paragraph with its main idea.
Reading skill: The first sentences or the key words can be helpful to understand the meaning of each paragraph.
（设计意图：通过设计搭配每一段的主旨来训练学生略读的阅读技巧。学生将四个段落根据意思分成两个部分，教师利用多媒体点读笔在屏幕上画出学生说的关键词。）
3. Third reading: Scanning (扫读)
Scan(扫读)the passage and complete the exercises in 2c .
T or F questions. Students scan the passage and find out where the sentence is and then correct it.
（设计意图：通过设计改错这样的任务来训练学生扫读的阅读技巧，能够在文章中迅速定位到所需要的信息，完成阅读任务。）
（设计意图：通过以上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。）
4. Fourth reading: Careful reading (精读)
（1）Read the first paragraph and fill in the blanks.
（设计意图：通过设计描写事件需要的五个“w”的思维导图来帮助学生理清第一个事件的思路。这样完成阅读任务的过程也让学生学会了如何以及应从哪些角度来描述一个事件的基本概况。同时超链接介绍马丁路德金。）
（2）Reading the second paragraph and answer the following questions.
（设计意图：通过几个问题的设计抓住了第二段的几个主要信息点。）
（3）Students retell the first event according to the five W
（4）Reading the third paragraph and finish the mind-map. And then T plays a short video about the “9.11 Event”and some basic information about it.
（设计意图：还是通过设计描写事件需要的五个“w”的思维导图来帮助学生理清第一个事件的思路。第二部分的视频播放和基本信息简介的设计是为了让学生从视听角度能更深刻的体会事件当时的情感，如身临其境一般，促进和加深学生对于课文内容的理解和升华。）
（5）Reading the fourth paragraph and answer the following questions.
（设计意图：通过几个问题的设计抓住了第二段的几个主要信息点。）
（6）Students retell the first event according to the five W
5. Summary
Students finish the mind-map together.
（设计意图：通过思维导图来复习整篇文章的脉络和主要内容。为接下来的小组活动做铺垫。）
Step5 After reading: Group work (An interview)
Students work in groups. Choose one to be a reporter and others answer the questions that asked by the reporter.
T sets an example: You can report like this:
R: Hello everyone! I’m a report from BBC. Thank you all for joining my interview. Do you know what happened to MartinLuther King S1:He was killed.R: When …S2: He was killed on …R: Where …S3: In …R: What were you / your friends doing at that time S4: I was doing …while my friend was doing …S5:R: How did you feel / What’s your feeling
（设计意图：这样的小组活动不仅能够培养学生的团队合作意识，而且通过互相学习，互相帮助，能够把课文以集体的智慧展现出来并应用到生活中，达到了本节课的学习目的。）
T shows a lucky fruit shop. There are many kinds of fruits there. You can choose any you like if you finish your interview. Behind the fruit, you can get different marks.
（设计意图：这样的小小加分环节通过超链接设置，既激发学生参与活动的积极性，同时不同水果背后的不同分数也激发了学生的好奇心，活跃课堂气氛，体现了现代信息技术环境下的英语课堂的新气象。）
Step6: Our understanding on life
（设计意图：本节课学习内容的升华，实现了本节课情感的目标培养。）
Board Design板书设计
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