八年级下册第5单元

八年级下册第5单元What were you doing when the rainstorm came?Period 2 Section A 3a-3c教学设计一、教学目标（一）知识与能力：1. 学习并掌握3a-3c的单词和短语；(1)storm, wind, light, report, area, wood, window, flashlight, match, beat, against, asleep, rise, fallen, apart,(2) fall asleep, die down, wake up ,break . apart ,make sure2. 掌握并运用句型(1) After dinner, they dried to play a card game ,but it was hard to have far with a serious storm happening outside.(2)、when he woke up ,the sun was rising.(3)、Although the storm broke many things apart, it brought families and neighbors closer together.(4)、With no light outside, it felt like midnight. (5)、Bens dad was putting pieces of wood over the windows his mom was making sure the flashlights and radio were working. (6)、He finally fell asleep when the wind was dying down at around 3:00 a.m.3. 培养学生的快速阅读能力，能够准确地从文章中找出所需要的信息；4. 要求学生掌握目标语言用法，教学时应指导学生如何用过去时和过去进行时来叙述过去的事件；5. 了解“The storm brought people closer together”的内涵，真理理解“患难见真情” “一方有难八方支援”.（二）过程与方法：1. 进一步培养学生略读（skimming）、寻读（scanning）、预测、找关键词、检索信息、归纳和梳理文章脉络的阅读能力； 2. 进一步培养学生在小组活动中积极与他人合作，发扬团队精神，共同完成学习任务；（三）情感态度与价值观：鼓励学生发现困境中的人们，并及时给予帮忙，表现出“大爱”精神，同时发展同学间的合作精神 二、教学重难点（一）教学重点：1. 熟练掌握并运用动词短语；2过去进行时态进行总结，让学生掌握其用法和构成，并掌握由when和while引导的 时间状语从句；3. 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。（二）教学难点：1. 学会并掌握过去进行时态，理解并掌握“when和while的用法；2. 阅读短文，获得相关的信息的能力。三、教学策略1. 能对所学语言材料中的语言规律进行总结和归纳，并加以利用；2. 能够主动地在阅读短文中运用所学的语言知识；四、教学过程Step I Tree talk1、学生用过去进行时态和一般过去时态说自己昨晚进行的动作。2、复习when 和while句型并掌握由when和while引导的 时间状语从句。展示图片，让学生用when和while造句。Step2 warming-up给出几幅关于暴风雨过后的图片，让学生看图猜What happened?Step3 Pre-reading 1、浏览插图，讨论暴风雨给生活带来的影响What happened to the house?Did you ever experience rainstorm?What did you think of it ?How did people live after the rainstorm?暴风雨过后给人们带来什么影响呢？带着疑问去学习3a，利用学生对阅读课建立心理期待，激发学生阅读兴趣。Step4 while-reading 1、播放录音，让学生听短文内容并完成两个问题（1）what was the weather like before the heavy rain stated?（2）what was the neighborhood like after the storm?Keys：（1）Strong winds were blowing ,and black clouds were making the sky very dark.（2）The neighborhood was in a mess 。 这一活动实际上是扩充了3a活动，目的在于训练学生的听力及学生对文章内容有了基本的了解。 2、逐段读文章，要求在课文中找出五个问题的答案，并与同学交流，核对最终答案。阅读教学从对图片的谈论人手，很自然地进入在暴风雨时人们正在做什么的短文阅读。通过阅读，让学生回答问题、What was the event? When and where did it happen? What were his family doing? Why was it important?用原信息填空，进一步理解短文，巩固练习目标语言和关键结构的用法；通过讨论问题总结文章的情感目标，教育他们在困难面前应互相帮助，团结合作，把语言知识的学习和对学生的情感教育融为一体。3、要求学生再次朗读课文，完成3b,Step5 Post-reading ,3c1、要求学生讨论 “Although the storm broke many things apart, It brought families and neighbors closer together? what other things can bring people closer together? How can we help each other in times of difficulty? ” 2.学生汇报讨论结果。该部分是阅读的一个延伸活动，是对学生目标语言运用能力的要求。学生讨论还有什么事情可以让人们相互靠近，在困难时刻人们应该怎样互相帮助。通过小组活动，让学生结合自己的生活实际，以讲故事的形式练习过去进行时的用法。 Step6 Explain some sentences 1）. With no light outside, it felt like midnight。e.g. With my parents away, Im the king of the house. 我爸妈不在家，我可是家中的“王”了！ I cant work with all that noise going on. 由于那噪音响着，我无法工作。2）. Bens dad while his mom was making sure the flashlights and radio were working. 此句中的连词while的意思是 “当的时候；和同时”。make sure“确认，查明，核实；确保；设法保证”，3）. It was hard to have fun with a serious storm happening outside.It is adj.+ to do sth. 做怎么样。It is adj. for sb. to do sth. 对某人来说做怎么样。e.g. It is important for us to learn English. 对我们来说学英语很重要。活学活用：1. 在街上踢球很危险。It is _ soccer on the street.2. 每天早上读书对你来说很有必要。It is _ for you _ in the morning.3. 对他来说完成作业很容易It is _ for him _.4）. He finally fell asleep when the wind was dying down at around 3:00 a.m.fall asleep 进入梦乡，睡着asleep adj. 睡着区别sleepy, asleep & sleep5）. When he woke up, the sun w