Unit 5 What were you doing when the rainstorm came？ Section B (3a-3b) 教案

教学设计
课题名称：
人教版新目标八年级下册Unit
5
What
were
you
doing
when
the
rainstorm
came?
学科年级
八年级英语
教材版本
人教版
一、课程标准要求
根据新课标要求，理论联系实际，即知识要于应用，用英语进行交流，以学生为主体，教师辅助培养学生口语能力，打破学生害羞说英语的状况，让学生能学以致用，充分发挥学生的主体地位。
二、教材地位作用
本课是新目标英语八年级下册第五单元，其教材是以“What
were
you
doing
when
the
rainstorm
came?”为中心话题，学习和运用过去进行时让学生能描述过去正在发生的事情。这些都是与我们的实际密切相关，能够轻松地激起学生学习英语的兴趣，师生、生生之间的交流也培养了学生的合作精神，促进了学生，教师的情谊，从而对学生英语学习水平的提高会有很大的促进。
三、学情调查分析
我教学的对象是初二学生(好,
中,
差等生都有),
他们学习英语既感到好奇又担忧,
希望能得到他人的肯定.
因此我在教学活动中尽量让他们参与到活动中来,
有更多的机会来说英语,
减少他们的恐惧感,
通过学生间的合作学习,
降低他们的学习难度,
使他们体验到成功的喜悦.
同时在阅读和书面表达中加以落实,
提高他们综合运用语言的能力,
使各层次的学生都有所收获。
四、教学目标确定
能够熟记并正确使用下列单词：storm,
wind,
light,
report,
area,
wood
,
window,
flashlight,
match,
beat,
against,
rise,
fallen,
apart
.2.
能够运用以下短语：fall
asleep,
die
down
，掌握
when
和
while
的用法.
3.能在阅读中借助上下文语境，猜测词汇的含义。4.
能运用Fast
Reading与Careful
Reading等阅读技巧，深入了解全文。5.了解一些暴风雨的知识。6.自然是无情的，但是邻里互助是大。
五、重点、难点
过去进行时的用法；when
和
while
引导的时间状语从句。能够谈论
3a
文章内容及自己对灾难使民心凝聚的理解。
六、教学过程
Step1
Free
talk
Talk
about:
What
is
the
weather
like
today?Step2
PresentationShow
students
some
pictures
to
talk
about:What
was
the
weather
like
?设计意图：放松学生心情，暗示本课主题。Step
3
Pre-reading
Let’s
talk
about:1.
What
was
the
weather
like
before
the
rainstorm
?2.
What
was
the
neighborhood
like
after
the
storm?
Then
show
some
pictures
to
help
them
to
learn
the
new
words.
设计意图：先讨论暴风雨之前的天气和暴风雨之后街区的样子，再呈现相关图片学习新单词。Step
4
While-reading
Fast-readingRead
the
passage
quickly
and
answer
the
questions.How
many
parts
can
you
divide
(分成)
it
into
according
to
the
time
order(顺序)?
before
the
storm:
Para
1
and
2
three
parts
during
the
storm:
Para
3
after
the
storm:
Para
4设计意图：本部分任务不是太难，让学生运用第一单元已经学过的阅读策略，根据时间顺序把文章分成三部分。运用速读、抓关键词、关键句等阅读技巧，以此把握文章大意。2.
Careful-reading
Read
for
details
Para
1&2①
Show
Mind-map②Read
Para1
carefully
and
report
(报道)the
weather.
21教育名师原创作品
_______________were
blowing
(blow
v.刮
/'bl??/
).Before
the
storm,
the
weather
was
terrible.
Black
clouds________________
the
sky
very
dark.
.
With
no
___________
outside,
it
felt
like
midnight.③Read
Para
2
carefully
and
find
the
answers.
Ben's
dad
_____________
pieces
of
wood
over
the
windows.
Before
the
storm
started,
Ben's
mom
___________
sure
the
flashlights
and
radio
Para
31.
Show
Mind-map2.
Read
Para
3
carefully
and
find
the
answers.
①What
was
the
weather
like
during
the
rainstorm
?【来源：21cnj
y.co
m】
The
rain
was
beating
heavily
against
the
windows.21世纪教育网版权所有
②What
was
Ben
doing?
He
was
helping
his
mom
make
dinner.Para
4
1.Show
Mind-map2.Read
Para
4
carefully
and
find
the
answers.①What
was
the
weather
like
after
the
rainstorm
?The
wind
was
dying
down.The
sun
was
rising.②
What
was
the
neighborhood
like?
③
What
did
the
people
do?They
joined
the
neighbors
to
help
clean
up
the
neighborhood
together
.
设计意图：培养学生精读课文总结构建课文层次结构图的能力。Step
5
Post-reading1.Think
over：What
is
the
topic(主题)
sentence?
“Although
the
storm
broke
many
things
apart,
it
brought
families
and
neighbors
closer
together
.设计意图：引导学生找到主题句，让学生懂得自然是无情的，但是邻里互助是大。2.Show
Mind-map
→
Summary
and
retell设计意图：学生在小组内合作完成复述，培养互助学习的品质。3.
Discussion
(
Work
in
small
groups
)“Although
the
storm
broke
many
things
apart,
it
brought
families
and
neighbors
closer
together
.”①
What
other
things
can
bring
people
closer
together?
Such
as:
earthquake(地震)
,fire
,
typhoon(台风)，floods(水灾)and
so
on
.②
How
can
we
help
each
other
in
times
of
difficulty?
provide
food
and
clothes
raise
money
cheer
up
the
sick
kids
clean
up
the
neighborhood设计意图：有层次的进行语言输出。学生小组内讨论在困难时如何互助。Step5
Emotional
education
Unity
is
strength.
When
we
are
in
times
of
difficulties,
we
should
bring
people
closer
together
to
help
each
other.Step6:
HomeworkChoose
one
1.Do
3b
in
P35.2.Retell
the
storm
in
your
own
words.设计意图：分层作业，照顾不同层次的学生。
七、教学评价
在课上，90%的学生基本上的学生能够顺利的描述过去进行的事件，通过课堂教学,
学生学习的主动性和积极性得以调动。另一方面，多媒体辅助教学形象生动，有利于学生从视觉听觉上更好更快地接受知识。但不足的地方更多，在掌握副词短语“when
”和“while
”层面不够深入，在学生活动中活动内容太少，组织形式只是那么两三种，没有完全调动学生的积极性，归根到底是课堂准备不够充分，以后应当在备课方面多下功夫，钻研教学方法。
Strong
winds
were
making
light
was
putting
was
making