人教版八年级下册 Unit5 What were you doing when the rainstorm came？单元教案（表格式）

Unit 5 What were you doing when the rainstorm came
Section A
自主学习方案
1.自学生词，并记住拼读及拼写。
2.预习课本，找出重点短语及句子。
3.读记后完成自学导练作业。
课堂导学方案
Step 1情景导入
The teacher points at a student in the classroom and has a conversation with him.
T: Where are you
S1: I am in the classroom.
T: What are you doing
S1: I am answering your questions.
The teacher writes“What are you doing ”on the blackboard and asks in Chinese：这是什么时态？引导学生回答，复习现在进行时态的意义及结构。再问这位学生：“What were you doing when I came in ”，引入过去进行时态，板书课题，引出本节课的教学任务。
环节说明：以旧带新，由学过的现在时态引出过去进行时态，易于学生理解，降低学习难度，便于引起学生的学习兴趣。
Step 2完成教材1a—1c的任务
1.自主大声朗读1a中的句子，然后两人一组互相朗读翻译。
2.认真观察1a中的图片，将图片和句子匹配，完成后集体核对答案。
3.听录音，在1b中圈出你所听到的回答。
4.结对练习1c中的对话，并请一些学生表演出他们的对话。然后用1b的材料仿照1c编对话。
5.小结训练。
( C ) What you at this time yesterday
A. did; do B. are; doing
C. were; doing D. is; do
环节说明：听说结合，第一时间向学生传达语言目标，通过结对对话练习和小结训练，使语言目标得以强化。
Step 3完成教材2a—2d的任务
1.认真观察2a中的图片，然后听录音，根据听到 的顺序为图片标序号，集体核对答案。
2.再认真听一遍录音，根据对话内容完成2a的填空，完成后集体核对答案。
3.听第三遍录音，学生跟读，并仿照3c中的形式，2a 的复记和的 。
4.学生自读2d对话，回答下面的问题。
(1)What was Linda doing at seven last night
(2)Was Linda having a shower at nine last night
(3)Why did Mary call Linda
(4)Who helped Mary at last
5.邀请三组同学来表演对话。
6.小结训练。
连词成句。
(1)time，why，sister，you，did，call，many，your，so( )
Why did you call your sister so many times
(2)late，my，up，alarm，off，got，go，didn’t，so，I (.)
My alarm didn’t go off，so I got up late.
Step 4问题探究
when 和 while 的用法
翻译句子。
1.当我看到玛丽的时候她正在吃饭。
When I saw Mary，she was eating.
2.Linda睡觉的时候Jenny正在做什么？
What was Jenny doing while Linda was sleeping
教学反思
本课时以旧知识带入新知识，由浅入深，逐步引入课时内容，学生易于理解和接受，起到较好的效果。
八年级英语(下)第5单元第2课时
Unit 5 What were you doing when the rainstorm came
Section A
一、【教材分析】
教学目标 知识目标 1. 学习并掌握下列单词：storm, wind, light, report, area, wood, window, flashlight, match, beat, against, asleep, rise, fallen, apart 2. 能正确使用以下常用表达：with a serious storm happening outside, make sure, fall asleep, die down, in a mess, clean up 3. 能熟练掌握并使用下列重点句式：1）Black clouds were making the sky very dark. 2）With no light outside, it felt like midnight. 3) It was hard to have fun with a serious storm happening outside. 4) Although the storm broke many things apart, it brought families and neighbors closer together.4. 学会过去进行时态的构成和用法。
能力目标 通过阅读训练，学会运用过去进行时态，谈论过去的事情或讲述过去的故事。
情感目标 通过本课的学习，培养学生在困难面前互帮互助的优良品质。
教学重点 正确使用过去进行时态，谈论过去的事情或讲述过去的故事。
教学难点 正确使用过去进行时态，谈论过去的事情或讲述过去的故事。
教学方法 情景教学法；任务型教学法。
二、【教学流程】
环节 师生活动 二次备课
I. Preparation 准备 1．检查单词预习情况：教师结合学生读的状况，适当领读，并帮助学生正音。教师根据构词法知识，帮助学生识记单词。 听写单词—反馈—利用构词法再记忆。rain+storm=rainstorm, wind+y=windy, light, report+er= reporter, area, wood, window, flash+light= flashlight, match, beat, against, asleep, rise, fallen, apart, fall asleep, die down, in a mess2．复习检查 1）通过检查“学案”中“新知预习”内容，检查预习效果。2）复习过去进行时：(1) Show the 3 pictures with PPT and let the Ss make conversations about what the people were doing. T: What was he doing Ss: He was …①doing the homework in the house / at 8:00 last night ②cooking in the kitchen /at this time yesterday③watching a game at home / when it rained (2) 总结过去进行时的构成：was/ were + doing…
II. Presentation呈现 1. Learning tasks “示标定向”。 1）学习并掌握下列单词：storm, wind, light, report, area, wood, window, flashlight, match, beat, against, asleep, rise, fallen, apart 2）能正确使用以下常用表达：with a serious storm happening outside, make sure, fall asleep, die down, in a mess, clean up 3）能熟练掌握并使用下列重点句式：（1）Black clouds were making the sky very dark. （2）With no light outside, it felt like midnight. （3) It was hard to have fun with a serious storm happening outside. （4) Although the storm broke many things apart, it brought families and neighbors closer together.4）学会过去进行时态的构成和用法。2. Leading-in“导入新课”Ask and answer the following questions:Can you describe what a rainstorm is like How do you feel when the rainstorm comes
III. Practice 操练 1. 速读 (Fast Reading)Read quickly and find the answers to the questions:(1) What was the weather like before the heavy rain started (2) What was the neighborhood like after the storm 2. 精读 (Intensive Reading)Read the passage carefully and check the things that happened in the story. (3b)1)When the news on TV was reported, strong winds could be heard/ came outside. 2) While Ben’s mom was making sure the radio was working, his dad was putting pieces of wood over the windows. 3) Ben was helping his mom make dinner when the heavy rain finally started. 4) When Ben finally fell asleep at 3:00 a.m., the wind was dying down. 3. 朗读 (Loud Reading)1) Read after the tape twice. 2) Read the passage by themselves, and then give some of them show time.
IV. Consolidation巩固 1. Retell the passage according to the questions. (1) What was the weather like (2) What were the people doing before the rainstorm (3) What were the people doing after the rainstorm 2. Discuss the questions with a partner.What things can bring people closer together How can we help each other in times of difficulty Give an example. 3. 使用“学案”中“自主探究”部分的内容，体验语法以及语言知识点的使用方法。
V. Examination检测 1. 引导学生小结梳理知识框架、规律、方法，并对合作小组当堂学习情况进行总结评价，巩固学生所获得的语言知识和经验，让学生在评价中反思，在反思中进步。Ask one of the students to say what they have learnt.1)words & phrases 2) 过去进行时的构成和用法。2. 当堂检测(见学案)：教师要随堂进行评价，批改可以由学习小组内互批、组间互批、集体订正等方法，批阅后教师要统计达标情况,收集反馈信息，当堂矫正补救。
八年级英语(下)第5单元
Unit 5 What were you doing when the rainstorm came
Section B
一、【教材分析】
教学目标 知识目标 1. 学习并掌握下列单词：realize理解；领会；认识到 2. 能正确使用以下常用表达：make one’s way前往；费力地前进；by the side of …3. 能熟练掌握并使用下列重点句式：When the basketball competition started, Kate was making her way to school.While I was running back home, I saw a dog by the side the road and it was hurt.4. 学会过去进行时态的构成和用法。
能力目标 通过听说训练，学会运用过去进行时态，谈论过去的事情或讲述过去的故事。
情感目标 通过本课的学习，培养学生热爱动物的优良品质。
教学重点 正确使用过去进行时态，谈论过去的事情或讲述过去的故事。
教学难点 正确使用过去进行时态，谈论过去的事情或讲述过去的故事。
教学方法 情景教学法；任务型教学法。
二、【教学流程】
环节 师生活动 二次备课
I. Preparation 准备 1．检查单词预习情况：教师结合学生读的状况，适当领读，并帮助学生正音。1) realize理解；领会；认识到When I got to the bus stop, I realized my bag was still at home. 2) make one’s way前往；费力地前进Though it was raining heavily, Kate was making her way to school. 2．复习检查 通过检查“学案”中“新知预习”内容，检查预习效果。
II. Presentation呈现 1. Learning tasks “示标定向” 1) 学习并掌握下列单词：realize理解；领会；认识到 2) 能正确使用以下常用表达：make one’s way前往；费力地前进；by the side of …3) 能熟练掌握并使用下列重点句式：When the school basketball competition started, Kate was making her way to school.While I was running back home, I saw a dog by the side the road and it was hurt.4) 学会过去进行时态的构成和用法。2. Leading-in“导入新课”1a Think of a time when you were late for or couldn’t go to an event and then tell your partner the story. Including: What was the event What was the reason why you were late or couldn’t go
III. Practice 操练 1. Listen and write short answers to the questions. 1b1) What event happened at the school yesterday The school basketball competition.2) Who missed the event Kate. 3) Which team won at the event John’s team.2. Listen again. Number the event [1-6] in the order they happened. 1c 4 2 6 1 5 3
IV. Consolidation巩固 1. Talk about why Kate missed the school basketball competition. Student A begins a sentence with while or when. Student B completes the sentence. 1d 2. Read the conversation and answer the following questions. 1) Why didn’t Kate pick up the phone when John called her She left her phone at home. 2) When the basketball competition started, what was Kate doing She was making her way to school. 3) When I got to the bus stop, what did Kate realize Her bag was still at home.4) While Kate was running back home, what did she see A dog by the side of the road. 5) Who did Kate call to save the hurt dog The Animal Helpline. 3. Make a story according to the conversations. Kate left home late yesterday, so when the school basketball competition started, she was making her way to school. When she got to the bus stop, she realized her bag and phone were still at home. While she was running back home, she saw a dog by the side of the road and it was hurt. Because she left her phone at home, so she had to waited for someone to walk by and used his phone to call the Animal Helpline. Though she wasn’t there to cheer John on, she was happy that John’s team won.
V. Examination检测 1. 引导学生小结梳理知识框架、规律、方法，并对合作小组当堂学习情况进行总结评价，巩固学生所获得的语言知识和经验，让学生在评价中反思，在反思中进步。Ask one of the students to say what they have learnt.1)words & phrases 2) 过去进行时的构成和用法。2. 当堂检测(见学案)：教师要随堂进行评价，批改可以由学习小组内互批、组间互批、集体订正等方法，批阅后教师要统计达标情况,收集反馈信息，当堂矫正补救。