八下英语 Unit5 section A (1a--1c).doc

Unit 5 What were you doing when the rainstorm came?课程名称Unit 5 What were you doing when the rainstorm came?(SectionA 1a-1c)授课人刘爱玉学校名称焦作市万方中学教学对象八年级科 目英语课时安排一课时一、教材分析1、 本节是人教版八年级下册，第五单元 What were you doing when the rainstorm came?。2、 第一课时 Section A 1a 1c，这是本单元的开篇课，因此以听说为主，为后面的课时做铺垫。本部分的教学重点是过去进行时的用法，特别是在某些特定的语境中，在没有具体时间状语的情况下，理解和运用过去进行时。本部分的教学难点是能够用英语谈论过去正在发生的事情。3、 本部分充分与生活实际相联系，话题来源于实际并应用于实际，充分体现了语言的交际意义。教学资源中的 1a-1c 作为听力处理，主要解决听的问题，并渗透听力技巧及策略，抓住关键点并对听力材料进行适度的挖掘拓展，深入进行语言输出，这样处理就比较透彻，也使本课的重点非常凸显；为后面的学习充分打好基础。Teaching aims:Knowledge aims:1. key words and phrases： rainstorm, pick up ,when, at the time of2. key sentences: What were you doing when the rainstorm came?Teaching important points:1. 过去进行时态的结构和用法；2. 能够用英语谈论过去正在发生的事情。Teaching difficult points: 1.能够用英语谈论过去正在发生的事情。2.理解连词when和while的含义与使用。Ability aims: 依据新课程标准要求，学生在本课时中达到能听懂简单的对话，理解其中主要人物和事件，能听懂连续指令并完成任务；能依据所给提示，进行引出话题的交谈，能依据图片用简单的语言描述自己和他人的经历，并使用正确的语音语调。本部分的教学重点是过去进行时的用法，特别是在某些特定的语境中，在没有具体时间状语的情况下，理解和御用过去进行时。Emotional aims: 培养学生在交谈中表达过去的动作在某一时刻发生，使学生能够提高自己的语言表达能力，并促使学生养成勤于观察，勤于思考和勤于记录的好习惯。二、学情分析本课时新的词汇量不大，但是出现了一个新的时态过去进行时，介于此，我觉得在本课时应该做到听说到位。本节课我所用的班级是八年级一班。班级里学生总体英语水平在中上，口语表达较好，优秀生在30%，充分发挥他们的带头作用，带动中层学生提高，鼓励后进学生大胆的表达，消除心理对语言的畏惧感，从而达到课堂的和谐，让每个孩子在本节课上都能学有所得。三、教学理念及教学策略选择与设计1. 通过情景介绍的方式进行词汇或短语教学，让学生在情境中操练、理解并学会运用；2. 采取Pair work或Group work问答式的口语交际活动，让学生运用表达方式和句型互相操练“过去某一时刻正在做某事”；3. 采取与图片配对、圈出正确答案的听力方式帮助学生掌握听力技能；4. 采用Role-play的学习策略，利用课件引导学生自主学习，展开课堂教学。 语音教学让学生进行模仿操练； 词汇教学采取情景介绍的方式进行教学，让学生在情境中操练、理解含义，并学会运用； 口语教学采取 Pair work和Group work 问答式的口语交际活动互相操练； 听力教学采取与图片配对、圈出正确答案的听力方式。四、教学过程教学过程（环节）教师活动学生活动设计意图Step 1 Greet and Show the learning AimsStep 2Review the present continuous tense Step3 Learn (past progressive tense)Step 4Have a guess game.Step 5Pair workStep 6Learn and practice againStep 7Group work.Step8Match and Listen Step 9Summary. Step10Quiz and Homework Greet with the students. Show the learning aims. Show some pictures ,let students look at them and talk about them in order to review the present continuous tense.Ask: What is he/she doing now? Point to the picture in which a boy is sweeping the floor. Ask the students if his action actually happened now. Tell the students what time the boys action actually happened. Show the time: at seven oclock yesterday afternoon and let them compare “now” with “at seven oclock yesterday afternoon” .Ask students: who can use “at seven oclock yesterday afternoon” to make a question about the picture?Can we say: What is he doing at seven oclock yesterday afternoon?How to say the sentence ? Let students write them down on their paper. Then write down the answer to the question. Find a student to share the answer with the others. Show some other pictures and the time they happened.“at six oclock yesterday morning”“at ten last night”Let students ask and answer.Last night, I went to my family members rooms.Please guess,What were they doing when I arrived?Please try your best to write down some sentences, the more, the better. So we can practice the aim languages more times.Have a pair work.Ask and answer in pairs. For example:A :What were you doing at 8:00 yesterday?B:I was playing the violin.Show a video to lead into rainstorm. Tell students here are some reports about the rainstorm. Before seeing the reports please guess:If you are a report, what questions will you ask?Show some pictures to lead in the questions:Where were you when the rainstorm came?What were you doing when the rainstorm came?What were you doing at the of the rainstorm?Group work.Show some pictures to help students to express.Then have a show.Do 1a. Match the statements with the people in the picture.Match and try to recite the sentences.Play a game.Do 1b. Listen to the TV report and circle the correct responses. Group work. Students read the phrases . Read, check and read again in groups .Listen and circle the correct responses. And then check.Listen again and fill in the blanks.Summary. present continuous tensepast progressive tenseQuiz.Homework.Greet with teacher.Try to read the learning aims.Look at the pictures and answer the questions: He is swimming. She is picking up the phone. He is sweeping the floor.Read after the voice and practice the pronunciation,try to understand the form.Think and answer. No.Read the time:at seven oclock yesterday afternoon Compare the two time.Answer the teachers questions and try to give the answer. Think carefully and try to make sentences.Write down the sentences.Share ones sentence with other students.Make sentences and read. Look the pictures and try to guess. Then write down the words and the sentences they have thought out. Check them with their partners.Find the proper answers for the pictures ,and then to catch the chance to answer and practice.Have a pair work according to the pictures or say something about themselves.Learn the word, read it and try to know the meaning.See the video and learn the sentences.Practice.Have a group work. Role play.Ask and answer according to the pictures or say something about themselves.Match and check the answer.Try to recite them.Listen and check the answers. Listen and fill the words down when the teacher give you the pause.Read together.Read and recite them.Do the quiz by themselves in order to know whether they have learned it.Do homework after class. 要求学生试读课本单词表中的单词和短语，帮助学生解决语音问题。既可以检测学生的预习的是否到位，同时可以为这堂课的句型学习做好铺垫。操练对话能帮助学生进一步掌握目标语言。同时，通过模仿语音语调，使学生的口语能力有更原汁原味的折射。操练对话能帮助学生进一步掌握目标语言。 同时，教师通过模仿语音语调，使学生的口语能力有更原汁原味的折射。引导学生关注时间的变化，引发学生思考，从而引出本科的目标句型。同时，读的过程中，教师组织不同的朗读形式，无形中激发学生多读多练，在娱乐比拼的气氛中达到教学目的。通过两个时间“now”和“at seven oclock yesterday afternoon”的渗透对比，引出学生思考，同时说出What is he doing at seven oclock yesterday afternoon?这个错句，暗示时间变化时态也应有相应的变化，触发学生积极思考，学会用正确的时态。本课的关键点。写的过程引起学生深入思考，同时换种方式听 说 写并用，使课堂不枯燥，提高学生的积极性。出示不同人称，多加练习，夯实基础。以头脑风暴的形式，来完成guess 游戏，拓展学生思维的同时温习已学内容。说写同步，提升学生学习能力。小组内以第三人称运用过去进行时来叙述故事，加入更多信息的小组可以获得奖励。示一张有震撼力的暴风雨图片，并伴有雷雨的声音，使得学生身临其境，还可以模仿 链接中这个单词的读音，此读音来自课本配 套的音频，发音准确而地道。避免了单纯模 仿教师发音的误区。 出示两张雨中人们做不同事情的图片，讨论 图片内容， 此处操练 What was he/she doing when.?What were they doingwhen .?并渗透听力内容，形成听力预设。 给学生提供说的材料，使不同层次的的学生都有的可说，同时让学生起立进行小组活动，先完成小组奖励。展示时，加入更多信息的小组也可获得奖励。听录音，跟读，矫正读音！运用多媒体手段逐步提高任务难度，增加运用语言的积极性和挑战性。 总结是运用思维导图，形象直观，易于理解和把握。作业分层。五、教学及学习建议（课后反思）首先，我认真地分析教材的编写特色及体系，懂得了中学英语必须要求掌握的学习内容，然后就有的放矢地结合中学生的生活实际进行口语、词汇、句型的练习。备课时，我细心研究教材、 考虑学生的分层和知识差异，穿插一些生动有趣的游戏活动。通过这些活动，增强了学生的英语学习热情和兴趣。而且，我经常有意识地给学生创设说英语的环境，尽可能用英语问候,全英授课。通过一系列多媒体手段让学生体会到学、用英语的乐趣，养成使用英语的良好习惯和意识。（1）重示范。在教学单词时，运用现代多媒体技术对直观的单词配以图片、体态语帮助学生理解，顺利完成音形义的逐步过渡。并配以录音中的读音供学生模仿，这样发音清晰准确地道，比让学生单纯模仿教师的发音科学多了，同时培养学生认真听、专心看