八年级英语上册 Unit 8 Natural disasters教案2 （新版）牛津版(1).doc

unit 8 natural disastersgrammar教学目标l学会使用过去进行时。2学会使用when、while和as教学准备关于simon前一天所做事情的图片。教学步骤a past continuous tensestep i导入1检查家庭作业，了解学生对reading部分的熟读或背诵情况。在基础较好的班级可以让学生背诵，在基础较弱的班级可以让学生朗读，教师根据情况纠正学生的读音。2教师通过提问检查学生对于课文的理解情况。 (1) what was timmy doing when the earthquake started? (he was sleeping.) (2) what were people doing while pieces of glass and bricks were falling down? (people were running in all directions.) (3) what was timmy doing when he suddenly heard some noise above him? (he was trying to find his way out.)step ii呈现1教师呈现上述问题的答案，通过其他颜色或下划线突出显示句子中的过去进行时部分，让学生仔细体会这种新时态，引导学生总结出：过去进行时用于表达过去时间点或某个时间段正在进行的动作。2教师讲解过去进行时的基本构成方法：was/were (not)+ “verb-ing” form。3教师呈现多幅关于simon前一天所做事情的图片，每张图片中都有一个时钟显示当时的时问。教师说：here are some pictures about what simon did yesterday. look at the pictures and make sentences with the past continuous tense. 让学生根据图片用过去进行时造句，如；simon was having breakfast at seven oclock yesterday morning.4教师呈现每幅图片所对应的句子，然后让学生集体朗读。5让学生把所有句子变为一般疑问句，并和同伴问答，如：was simon having breakfast at seven oclock yesterday morning? yes, he was./ no, he wasnt.step iii 操练1教师说：weve learnt about what simon did yesterday, but do you know what he was doing early this morning? 让学生快速阅读课本第97页的练习，理解对话发生的语境。学生独立完成练习，然后让四位学生朗读对话，核对答案。2让学生用一般疑问句白由提问，学生可以选择其他任何人来回答问题，鼓励学生设置不同内容的问题，如：was mr wu watching tv at that time? (no, he wasnt.)3让学生将课本上的对话政写成段小故事。在基础较弱的班级，教师可以呈现文章主体部分，让学生填空。4挑选几位学生朗读他们的短文，教师及时纠正存在的错误。step i 呈现1教师问：what was mr wu doing when the snowstorm came? 要求学生做出完整回答：he was reading the newspaper w when the snowstorm came. /when the snowstorm camehe was reading the newspaper教师把两个句子都写在黑板上，并给when加下划线，引起学生注意。2让学生针对对话内容两人一组模仿问答，然后请几组学生在全班面前问答。3问答结束以后，教师呈现所有句子。 (1) simon was having breakfast hen the snowstorm came when the snowstorm came, simon was having breakfast. (2) millie was walking to the bus stop we the snowstorm came when the snowstorm came, millie was walking to the bus stop. (3) sandy was waiting for a taxi when millie saw her. when millie saw her, sandy was waiting for a taxi. 教师说：we can use when to introduce the shorter action. and we can use when, while or as to introduce the longer action, so we can also say “when/ while/ as simon was having breakfast, the snowstorm came” or “the snowstorm came when/while/as simon was having breakfast.” 教师把这两个句子也写到黑板上，并给when/while/as加下划线，引起学生注意。4让学生用while/as改写其他句子，集体核对答案。s教师说：what was sandy doing when/while/as millie was walking to the bus stop? (sandy was waiting for a taxi when/while/as millie was walking to the bus stop.) 引入用while连接两个过去进行时句子的用法。6教师用简笔面显示两个正在做不同事情的人物形象，让学生用when/while/as造句。step ii 操练1让学生看课本第98页的插图，教师解释故事语境：the snowstorm stopped at noon. some students went to play in the snow on the playground simon was late. please look at the picture on page 98 and find out what other students were doing when simon arrived.2让学生独立完成第98页的练习。核对答案，并让学生集体朗读句子。step iii活动1把学生分为两人一组，让两人同时表演不同动作。准备片刻，然后挑选几组到讲台前表演，动作结束后让表演者分别提问：what was i doing? 让其他学生用一般疑问句猜测：were you playing basketball? 两个表演者的动作都被猜对后，要求其他学生用while或when造句。其过程示例如下： (a1: actor 1 a2: actor 2 s1: student 1 s2: student 2) a1 and a2 doing different actions a1: what was i doing? s1: were you playing basketball? a1: no, 1 wasnt. s2: were you playing football? a1: yes. i was. a2: what was i doing? s3: were you p