英语人教版八年级下册Unit 5 (Section A 3a—3c)

Unit 5 What were you doing when the rainstorm came? (Section A 3a3c)教学设计一、教材内容分析本课时为Section A3a-3c的内容，它是在前两个课时的听说的基础上，要求结合阅读训练，来继续学习过去进行的用法，强调语言的综合运用能力。本课是有关暴风雨事件一篇文章，要求学生在读懂文章的同时，掌握一定的阅读技巧，并且灵活使用过去进行时。二、教学目标（一）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. 学会过去进行时态的构成和用法。（二）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。（三）情感态度：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。三、教学重难点重点 ：理解文章，完成各项阅读任务，学会用过去进行时谈论过去的事情。难点 ：灵活使用过去进行时态，谈论过去的事情。四、学情分析在前两课时的听说读的训练中，学生基本上理解了过去进行时的用法。但是如何运用这一时态来谈论过去的事，这种综合语言的应用能力是学生极度欠缺的。通过文章的学习，学生在理解感悟的基础上进行模仿，综合运用目标语言是本课的难点。但是，现阶段的学生由于语言环境的欠缺，英语学习兴趣的下降，阅读理解能力的薄弱，导致他们在阅读课上提不起兴趣，甚至是畏惧。如何为学生营造一个轻松的阅读语言环境，激发学生的阅读欲望，增强学生综合语言运用能力是本节课的主要目标。五、教学过程Step1. Warming-up1.Daily greetings to the studentsSs answer the questions.设计意图:简单的问候，拉近与学生的距离Step2Lead-in1.展示几张暴风雨过后，一片狼藉的景象图片。询问学生：.What happened ?2.播放一段暴风雨来临的视频引出事件：A rainstorm happened in this area.设计意图:视频的设计，一是清晰直观的方式解决了学生的疑问。二是让学生了解暴风雨这一自然现象及其威力，帮助学生了解阅读背景知识。借助图片，视频，教师的渲染，这三个层面的预热。阅读的必要性迫在眉睫，好奇心的趋势之下，化被动为主动，无形中激起学生的阅读欲望。 Step3Skim and listen to the passage1.让学生带着他们的问题，对文章的浏览，判断那些信息是他们能够获得的。即.What can you get from the passage? 2.对于能够获得的信息通过跟读录音机进行段落归类。即：What is the main idea of each paragraph? 1.Skim the passage And choose the answers from the blackboard.2.Listen to the passage and make sure the main idea of each paragraph.设计意图:1.以略读的形式，带着心中的疑问去整体感知文章大意，获取想要的答案。同时，通过明确段落大意任务要求，培养了学生提炼关键词的阅读能力。2.设置跟读录音环节，一是给学生一个纯正语言输入，让学生感知英语语言的魅力。二是让学生重视读的重要性，明确读的标准，跟上读的语速。Step4 Read para.1 by themselves1.Bring two questionsWhere did the rainstorm happen?What was the weather like before the heavy storm started?2.Check the answersRead para.1By themselvesAnd circle the answers设计意图:1.通过让学生进一步细读每一段内容，深刻了解文章的内容，抓细节。阅读设计了层层递进的问题，遵循学生的认知规律，培养了学生抓细节的能力。2.不同形式的读避免了阅读的单一与枯燥。尤其是小组内读，充分调动起学生的积极性,发挥了小组作用。Step5 Read para.2together1.Ask:What did they need?2.Check the answers with pictures on PPT1. Read para .2together And find the answersStep6 Read para2.3fast Read and fill in the chart.WhoWhat was he/she doing?Read para2.3And underline the answersStep7 Read para.4 in groups1.Read in groups and think of two questions.What was the neighborhood like ?What did they do together?Step8 Summary ! Close your book and fill in the blanksThere was a heavy _in Alabama .When the news on TV was _,strong winds _ outside.Bens family was busy at that time. Dad _pieces of wood over the windows _ mom was making sure the flashlights and radio were working.Ben _ his mom make dinner when the rain beat heavily _ the windows. He finally _ when the wind was _ down. When he woke up, the sun . Everything was_. They joined the neighbors to help_ the neighborhood together. Although the storm _ many things _, it _ people closer_.设计意图:学生借助黑板上的思维导图及板书的关键信息，独立完成该项任务。设置语篇填空考查学生对课文内容的理解和语言形式的运用。基于课文的语篇填空既可以增强学生对课文的理解，又可以加强他们对词汇的认知、理解和运用。Step9HomeworkRetell the story to your English teacher, classmates or parents.六板书设计Unit 5 What were you doing when the rainstorm came?Section A 3a3crainstormwhere Alabama weather darkneed flashlight matches candles put over the windows who activities Bens dad put over the windows Bens mom make sure neighbors help make dinner in a mess brokeapart brought closer together七教学反思整个教学过程围绕“读”这一实践活动，以“练”这条主线贯穿于课文阅读教学中，始终以学生为主体，教师为指导，自始自终，有输入，有反馈。由浅入深，全面培养学生听、说、读、写四方面的能力，尤其是阅读能力。优点：1.目标引领、有针对性，体现了本节课的知识、能力和情感目标。师生互动较好，教学环节环环相扣，课堂生成顺畅自然。2.巧妙而恰当的导入，自然的引出话题，激发学生阅读兴趣和求知欲望，激活和提供了必要的背景知识；为进一步阅读解决了理解上的阅读障碍, 使学生在心理上和知识上做好阅读的必要准备。3.在阅读教学中引入思维导图，这一形式不但能帮助学生更好的理解课文，更能帮助学生理清写作文章的结构，将阅读和写作有机的结合在一起。4.让学生带着问题略读文章,找出文章的大意; 然后