英语人教版八年级下册Unit 5 What were you doing whe.doc

精品教学设计方案课题Unit 5 What were you doing when the rainstorm came? (Section A 3a-3c)课型阅读课教材分析 本单元通过构建过去场景中正在发生的各种情况引导学生学习并使用过去进行时。而整个Section A 的语言学习内容就是用过去进行时来表达过去某个时间在做什么，并学习用when和while 描述某动作或某件的发生。活动3a3c整体以阅读为核心，通过让学生阅读一篇关于美国亚拉巴马州遭风暴袭击后人们相互帮助的故事，进一步体会过去进行时的用法，并学习一些居住场景中常用的的词汇，同时也注重对青少年情感的教育和培养，让他们知道在灾害面前要更团结，更友善，更懂得互相帮助。学情分析八年级学生大部分已有了一定的英语学习基础，因此基本能够理解文章大意和完成简单的阅读任务；但另一方面对于具体的句子的理解和阅读技巧的掌握和运用，学生存在着困难，加上阅读课堂大部分时间都是学生自己读后完成任务，课堂会显得比较枯燥，学生不容易提起兴趣，因此教师要注意增加激趣的活动。教学目标1知识目标：1）掌握阅读中的新词汇， 如：storm，in the area，black clouds, fallen trees, fall asleep, apart等； 2）理解文章2. 能力目标：1）让学生能够运用所学知识自由讨论话题；2）让学生完成阅读任务并掌握相应阅读技巧3. 情感目标：让学生明白尽管灾难无情，但也能让人们更勇敢更团结，并鼓励学生帮助受灾人民和地区教学重点1通过完成大意，任务型阅读和改错等阅读任务让学生由浅入深地理解阅读文段，掌握相应阅读技巧；2.让学生能够运用所学自主谈论相关话题。教学难点能够让学生根据教师的引导正确完成阅读任务和讨论阅读话题并掌握相关阅读技巧。教法学法情景教学法；学案辅助教学法；任务型教学法教学准备PPT、多媒体、板书教学过程教学环节及内容学生活动教师活动设计意图Step 1 Warming-upShow a photo of me as a reporter and introduce myself. I want to write a report about a natural disasterI need you to help me find some information.If you find the useful information, you can get the star.与老师互动，回答老师的提问：Whats weather like these days?介绍自己今天的身份是巴川中学一名记者，提问学生：Whats the weather like these days? 然后根据回答引出今天学生的目的就是帮助我寻找写灾难报告的信息，将学生分为三个大组PK，看谁是最佳帮手。改变教师的身份，让学生成为教师的帮手寻找与灾难有关的信息得到五星，使师生关系更加亲密，同时调动学生的兴趣和积极性；用询问天气引出话题，更贴近生活。 Step 2 Presentation(Before reading)过渡：Lets see what disaster happened in .the video. 1. 播放暴风雨发生之前，之中，之后的一些情景和新闻的视频，让学生讨论与视频和文章相关的问题。2.以回答问题的形式呈现文中部分难理解的单词短语。（一） 观看视频，讨论三个与视频有关的问题：1. What happened in the video?2. What was the weather like before it happened?3. What did it bring to people?(二) 抢答得五星(一) 播放暴风雨的视频给学生看，让学生讨论学案上第一部分问题。（二）让学生举手回答问题得星，在学生答后呈现教师给的答案，在答案中教授新词汇和短语。由于阅读中的生词在生词表中就教过，因此读前只需要把一些不容易理解的词汇和短语呈现再让学生感知，通过看视频回答问题一方面可以锻炼学生的表达能力，另一方面让学生对文章内容有个初步感知。Step 3 While reading过渡： The strom brought many bad things to people. What else do you think the storm can bring to people? There is a report about anotherrainstorm, maybe we can find the answer in this report. Step 4- task 1Scan the passage and answer: Where did the rainstorm happen?带着老师提出的问题完成相关的阅读任务。Task1: 快速阅读后在学案上写出答案。老师抛出问题引出课文：What else do you think the storm can bring to people?Can it bring people something good? 观察学生完成情况。让学生快速阅读找出地点，培养学生根据首字母大写的单词找出人名，地名等关键信息的阅读技巧。Step 4 -Task 2: Here are four paragraphs in the report, I want to know what they tell about the storm. Help me find the main idea of each paragraph. Para_: peoples activities when the storm camePara_: the weather before the rain startedPara_: things the storm broughtPara_: things people were preparing for the rainstorm浏览全文，找出每段的大意，完成学案上的连线任务。教师在教室走动巡视学生完成情况。通过完成阅读任务指导学生掌握根据每段首尾句找出文章或段落大意，让学生初步理解文章。Step 4 Task3: To know more about the rainstorm, I also interviewed Ben. Suppose you are Ben and read Para 1&2 and answer my questions.1. What did the sky feel like before the rainstorm? 2. What was your father doing? 3. What did your mother prepare?细读第一和二段，以Ben 的身份回答学案Task 3 的问题。教师走动观察学生答题情况，给与部分学生指导。培养掌握学生通过关键词确定答案的阅读技巧，同时检测学生对文章1、2段的理解。 Step 4 -Task 4: After the interview, I got much information, I want to make sure if they are right.Read Para 3 and 4, choose true(T) or False(F).1. Ben and his mom were making dinner when the heavy rain finally started.2. Bens family had fun playing a card game.3. Ben didnt sleep until around 3:00 am.4. The neighbors only cleaned up their own house. 让学生细读第三和第四段，然后完成学案上判断正误的练习，找到正确答案的依据和更正错误信息。让学生细读，判断所给信息的正误，要求他们在文中找到依据，错误信息需要更正。培养学生根据关键词在文中找出相似句，再判断所给句与文中句子是否表达一致的阅读技巧。Step 4 -Task 5Who can get any better information? Lets challenge. 1. What does the writer think of the rainstorm? 2.What doesrising mean in When he woke up, the sun was rising. ? A. 落下 B. 升起 C. 增加3. Why does the writer say the storm brought people closer together? ( )4. Suppose(假设) the storm is coming to you, please show us your expression (表情). 主动挑战回答未知问题，赢取五星。鼓励学生主动挑战回答问题赢取更多五星。采用让学生选择五星回答问题，带有游戏性质，激发学生的学习兴趣，同时进一步检测学生对文章的理解。 问题4 的设置主要是为了活跃气氛，让学生在回答了这么多的阅读任务后能够得到暂时的放松。Step 5 After readingTask 1:Now, I have got so much information, so I decide to write the report. But how to write an article about a natural disaster?According to the information in the blackboardand summary. 根据黑板上写出的文章大意，让学生提取。教师带领学生一起归纳写一篇关于自然灾害的报道需要写哪些方面的内容。由阅读输出写作，通过每段大意归纳文章需要写的方面。Task 2: Fill in the blanksI havent finished the report, please help me finish the report.根据对文章的理解完成学案上的短文填空。走动观察学生填写情况并给与相应提示。检测学生对文章的理解情况和对部分短语的掌握情况。Task 3: Have a discussionIn our country, there are also many natural disasters such as earthquake, flood, fire and so on. Many people lost their homes.Many people were badly hurt .Many children lost their parents. What can we do to help these helpless people? When others are in times of difficulty Such as earthquake (地震), we should try to help them.Firstly, we can _Secondly, we can_ _At last ,we can_ _I believe if we try to help each other, _. 观看我们国家的一些由自然灾害带来的灾难的图片，然后讨论我们可以如何做去帮助那些灾难中无助的人们，并完成短文。观察学生讨论，并给与相应的帮助，对学生的回答给与评价。由美国的暴风雨过渡到我们国家的更多的自然灾害，通过呈现自然灾害给人们带来的灾难的图片，激励学生思考如何帮助受灾人民 Step 7 Effective educationThe disasters broke our homes, hurt our bodies and even took away our families. But they also made us braver, closer and made our world full of love. And I believe as long as we help and loveeach other, we can make the miraclesto overcome(战胜) the disasters. 仔细倾听老师的话并思考。为学生做出情感引导。情感教育： 自然灾害虽然给我们带来了很多灾难，但也让我们更加勇敢和更懂得爱，只要我们相互帮助相互关爱就一定能够战胜灾害创造奇迹。板书设计Unit 5 Section A (3a-3c)The Strom Brought People Closer Together How to write a natural disaster?rainstorm the kind of disaster key wordsIn Alabama the place in the areaPara 1: the weather put pieces of wood overPara 2: preparations before beat againstPara 3: activities while fall asleep/ break apartPara 4: results after die down教学后记整堂课基本分三个大的板块：读前，读中和