人教版八年级下册Unit 5 What were you doing when the rainstorm came SectionA1a-2d教案（表格式，含核心素养目标）

人教版英语八年级下册教学设计
年 级 八年级 科 目 英语 授课人 时间
课题名称 Unit5 What were you doing when the rainstorm came 课时 Sec A-(1a-2d)
学情分析
教学目标 Language Competence Master the key words and expressions:What were you/was he doing when... I/He/She was doing when... . Be able to talk about past events using the target language. Learn and practice adverbial clauses with”when” and “while”..
Cultural Consciousness Encourage students to observe the things around them carefully and find out the beauty of life. Develop the spirit of cooperation and optimistic attitude.
Thinking Quality Under the teacher’s guide, encourage students to care for society and life and learn to tell stories.
Learning Ability Through this period, most students will be able to u improve their listening and speaking and speaking abilities and master the usage of”when” and “while”.
重点 Master new words and expressions. Master adverbial clauses:Was/Were+doing. Be able to talk about past events using the target language.
难点 Be able to talk about past events using the target language. Improve students’ listening skills.
教学过程 集体研讨
Step1 warm up and lead in 1. Greet Ss and play a game to arouse their interest. The game is called “What is he/ she doing 〞After playing the game, T can write the sentence pattern “What are you doing 〞 “What is he/ she doing 〞 on the blackboard. 2.Free talk T creates different situations for the Ss to practice “what was he/she doing when the rainstorm came/at the time of rainstorm ” and “Where were you when the rainstorm came ”. Step2 Presentation 1.Work in 1a Look at the pictures and guess what happened last night
There are five pictures in 1a in which a TV reporter reported what different people were doing when the rainstorm came. T can ask Ss to work in pairs and try to describe the pictures to their partners. Remind the Ss to use the key sentence pattern, “…was/were doing when the rainstorm came〞, “…was/were doing at the time of the rainstorm.〞 T can provide help if it is in needed. Invite some pairs of Ss to describe the five pictures. T can encourage Ss to express in different ways. After sharing, get Ss to open their books and look at 1a on Page 33. Ask Ss to match the statements with the people in the pictures in 1a. 2.Work in 1b-1c 1)Pre-listening. Get Ss to read responses in 1b and make predictions according to the pictures in 1a. T can ask Ss to write down their predictions with pencils. 2)While-listening. Listening for details. Remind Ss that they are going to hear four conversations. Ask Ss to circle the correct responses of each conversation. Listen again and fill the blanks. 3)Post-listening. T may help Ss use the sentence structures in natural speech. T presents some pictures or uses the pictures in 1a and has Ss work in pairs to talk about what the people were doing. 3.Work on 2a, 2b, 2c 1)Pre-listening. From the pictures , what can you know Q1: Where was the boy Q2: What was the boy doing in each picture 2)While-listening. First, Play the recording for the first time and answer the question “Why was yesterday a terrible day ” A . Because there was a crazy rainstorm yesterday. B. Because some bad things happened to the boy yesterday. C. Because the boy 's alarm didn't go off. Then, listen again. Fill in the blanks in the sentences in 2a .
At last, look at the statements below. Are they ture or false 3)Post listening Work on 2c Use the information in 2a to retell the story in a conversation between the boy and a TV reporter. Step3 Role-play conversation Activity 2d talks about a conversation between Mary and Linda. Mary called Linda three times last night for help, but Linda didn’t answer the phones because of different reasons. 1.T can ask several questions to help Ss to understand the whole conversation. Q1: What was Linda doing at seven yesterday Q2: What was Linda doing at eight Q3: What was Linda doing at nine Q4: Why did Mary call Linda so many times 2.Get Ss to share their answers and check the answers with their partners. 3.T can play the recording for Ss to listen and repeat. T can encourage Ss to imitate the intonation and try to find out how Mary felt. 4.Ask Ss to take turns to practice different roles and ask pairs to act out their own conversations or role-play the conversation only. Step4 Exercises and homework
Unit 5　What were you doing when the rainstorm came A(1a---2d)
教学反思