人教版八年级下册 Unit5 What were you doing when the rainstorm came？ SectionA 3a-3c 教案

Unit 5 What were you doing when the rainstorm came
The Second Period: Section A (3a-3c）
Teaching aims（教学目标）：
1．掌握运用阅读技巧skimming和scanning来获取信息；
2. 能够理解过去进行时态在文章中的运用。
Key points （重点）：
1. 要求掌握以下句式：(1) What were you doing when the rainstorm came
(2) Ben’s dad was putting pieces of wood over the windows while his
mom was making sure …2．要求掌握以下词汇：
（1）动词：report, beat, rise (v. & n.)
（2）名词：storm, wind, light, area, wood, window, flashlight, matches, candle
（3）副词：apart
(4) 形容词：asleep, serious, fallen, broken
(5) 介词： against
(6) 词组：die down, fall asleep, break (sth.) apart, bring (sth.) closer together
（本节课的生词在之前的学习中都已接触过，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。
Difficulties（难点）： 理解文中过去进行时的运用。
Teaching steps（教学步骤）：
1. Learning by yourselves（自主学习）
T: Yesterday, we learnted some important phrases, let’s review them now! Please translate the following expressions.
预习3a.完成下列词组翻译练习
1）确信;确认_______________ 2)进人梦乡；睡着_________________
3)逐渐变弱；逐渐消失______ 4)重重地拍打… …_______________
5）一团糟_______________ 6)在某事中获取快乐_____________
7)在困难的时候_______________ 8)因为_________________
(先给出汉语，幻灯片上以转盘的形式呈现，让学生一起逐个翻译，关注学生的反应速度及流利程度，把掌握没到位的短语重新板书在黑板上，强调)
教学设计说明：
“自主学习”是为了让学生通过预习本节课将要学的内容，以词块翻译的形式，兼顾单词的用法，又没有句子那么复杂，减轻学生畏难情绪，并有助于学生语感的形成。
2. Lead-in（新课导入）
S1: Hello!My name is Jin Xing .
S2: Hello!My name is Liu Yani.
S1 and S2: Welcome everyone to our classroom.
S1:How’s the weather today
S2:It’s sunny.
S1:How was the weather yesterday
S2:It was raining.
T: Thank you! Now,let’s look at the picture.How was the weather
S:It was a storm.
T:Yes!The storm destroyed the trees. And we can say “The storm damaged the trees.” or “The trees are damaged.
(金星和刘亚妮以询问天气的对话引入本节课，然后教师再用图片引入新课)
教学设计说明：
读前准备，设置好合适的情境，引导学生往阅读内容方面思考，为接下来的阅读做好准备，并先理解一些重点单词。
3. The 1st reading
T: As the saying goes, “Every coin has two sides.” While the storms can cause lots of damage to the environment, the storm can be good for us. Please read the passage on page 35 quickly to find out how a storm can be good for the people. .
(第一次阅读是skimming，这里学生只要看文章标题，再快速看段落主旨句尤其是最后一段验证即可，用时大概1分钟；讲解时得到答案的方法更重要；核对答案时可以叫2-3名同学分享他们的答案和依据。)
教学设计说明：
第一遍阅读是略读，快速阅读来获取文章主旨，这是理解文章的第一步。
4. The 2nd reading
T: Now we have known the main idea of this passage. Let’s move on to deal with two questions about the content of this passage. Please look at 3a on page 35. First, you have to understand the questions and remember the key words. Then look for the answers from the passage. Please underline the answers in the passage.
(指示要明确，尤其是做题的方法：先看题，再去文中找答案，回答问题表达要正确。)
T: Are you finished
S: Yes.
T: OK. Let’s check the answers now. No.1, who would like to have a try What was the weather like before the heavy rain started
S1: The strong winds were blowing outside.
T: Is this the correct answer
S2: Yes. But it is not complete. And black clouds were making the sky very dark.
T: Yes. Very good! There are two points. You have to pay more attention. But where did you find the answer
Ss: The 1st and 2nd sentences of the 1st paragraph.
T: You are right! Please look at the screen. Have you got it
（在PPT上展示答案）
Ss: Yes!
T: Good! Now No. 2. What was the neighborhood like after the storm Who can give us the answer
S3: The neighborhood was in a mess and fallen trees, broken windows and rubbish were everywhere.
T: Bingo! That’s right! There are also two points. Where did you find the answer
Ss: The last paragraph.
T: Yeah! Look at the screen please. Let’s read the two sentences together.
（在PPT上展示答案）
教学设计说明：
通过阅读获取信息回答问题后，理解文章要点，进一步理解文章。在原文做标记找答案的阅读习惯养成。通过超链接的方式展示问题答案在原文中的位置，给中下层次的学生便利，提高课堂效率。
5. Post-reading（读后：小组合作探究）
T:Please think about 3C: From the passage, we know that although the storm broke many things apart, it brought families and neighbors closer together. And what other things can bring people closer together How can we help each other in times of difficulty
T: I will give you a sample first. Look at the screen. What is the picture about
S: The Wenchuan earthquake.
T: Yes. It was on May 12th 2008. And at that time, people in China got together to fight against the earthquake. So this shows that a natural disaster, such as an earthquake, can bring people together.
T: Now, let’s discuss in small groups. What other natural disasters happened before which brought people together
Ss: ……
T: Also, a big event, such as the flight accidents, can bring people together. Let’s discuss.
Have Ss discuss as a class or in small groups. Have Ss express their opinions about big events. Encourage them to say the reasons why big events can bring people together.
T: As you have just discussed, a big event or a disaster can bring people together. So how can we help each other in times of difficulty
T: Do you know the phrase “in times of difficulty”
S: 在困难的时候。
T: Yes. Now discuss with your partner how to help each other in times of difficulty.
First, you should share your ideas and reasons with your partner. Then share them with the class.
Let’s discuss the three questions.
1.What other things can bring people closer together
2.How can we help each other in times of difficulty
3.What did the writer think of the storm What about you
（站立讨论，让学生各抒己见。）
（学生讨论之后，让3个组的组长代表展示讨论结果，写在黑板上，最后再让另外三个组的代表点评刚才的展示结果，教师进行适当补充点评，并给六个小组给出积分进行评价。）
(1) cheer people up by saying some kind words to encourage them
(2) donate clothes, food, and other things to those who need help
(3) donate some money to those who lost their homes
(4) send some police officers and doctors to save the people in danger
教学设计说明：
这是个小组合作讨论的环节，既可以锻炼口语，也可以发散思维，深化文章内涵；学生之间通过讨论分享，也可扩大自己的视野，向同伴学习。先给例子再让学生讨论，给其一个方向。
教师的积分评价可以激励学生的积极性。
6. Check in class (当堂检测)
T: OK, now let’s move to some details of the passage. Please look at 3b. You have to read the passage again and complete the sentences.
T: OK, time to stop! Please check your answers in your group in two minutes.
（6人或8人学习小组组内成员互相核对答案）
T: Time is up. Let’s read out the four sentences and check the answers together. If your answer is not right, please correct it.
完成3b:应用文章信息，补全下面句子：
1. When the news on TV was reported, strong winds_____________.
2. While Ben’s mom was making sure the radio was working, his dad was
______________________________________.
3.Ben _______________________________ when the heavy rain finally started.
4.When Ben ___________ at 3:a.m,the wind __________________________
(在PPT上展示答案)
教学设计说明：
任务中的4个句子正好每个段落一句，在展示答案所在段落时正好梳理讲解该段知识点；以超链接的方式，明了易懂；知识点的逐个呈现，清楚且详细，避免了一次性讲解知识点的无聊。
7. Summary (小结)
（学科班长小结本节课的学习所得，并评价出表现最好的个人和表现最好的小组。）
学习所得：
(1) We should protect the environment.
(2) When a natural disaster happens, we human beings should work together to help each other and overcome the difficulties (3) We should remember that “each coin has two sides.” Natural disasters can cause lots of damage to the environment, but they can be good for us if people work hard together..
教学设计说明：
通过对文章内容的思考，挖掘其内在的意义，这也是课堂三维目标“情感、态度和价值观”的体现，掌握语言的基础上，学得一定道理。