初中英语人教版八年级下册what were you doing when the .docx

Unit 5 what were you doing when the rainstorm came?(teaching design)TheSecondPeriod:SectionA(3a-3c）Teachingaims（教学目标）：1掌握运用阅读技巧skimming和scanning来获取信息；2.能够理解过去进行时态在文章中的运用。Keypoints（重点）：1.要求掌握以下句式：(1)Whatwereyoudoingwhentherainstormcame?(2)Bensdadwasputtingpiecesofwoodoverthewindowswhilehismomwasmakingsure2要求掌握以下词汇：（1）动词：report,beat,rise(v.&n.)（2）名词：storm,wind,light,area,wood,window,flashlight,matches,candle（3）副词：apart(4)形容词：asleep,serious,fallen,broken(5)介词：against(6)词组： diedown,fallasleep,break(sth.)apart,bring(sth.)closertogether（本节课的生词在之前的学习中都已接触过，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。Difficulties（难点）：理解文中过去进行时的运用。Teachingsteps（教学步骤）：1.Revision（复习）T:Yesterday,welearntsomeimportantphrases,letsreviewthemnow!Pleasetranslatethefollowingexpressions.1. 在时候atthetimeof2. 等公交waitforthebus3. （闹钟）响gooff4. 洗个热水澡takeahotshower5. 错过公交missthebus6. 雨下得很大rainheavily7. 接电话pickup/answerthecall8. 昨天很多人都遭遇了暴风雨。Manypeoplewerecaughtintherainstormyesterday.(先给出汉语，让学生一起逐个翻译，关注学生的反应速度及流利程度，把掌握没到位的短语重新板书在黑板上，强调)教学设计说明：复习是为了巩固上节课所学内容，以词块翻译的形式，兼顾单词的用法，又没有句子那么复杂，减轻学生畏难情绪，并有助于学生语感的形成。2.Lead-in（新课导入）T:Insummer,therearealwaysstorms,right?Andthestormsalwaysbringussomeproblems.Lookatthepicturesonthescreen.Whatcanyousee?S1:Inthefirstpicture,thewindisstrongandtherainisheavy.T:Sowhatisit?S1:Itisastorm.T:Yes.Whathappenedtothetrees?S2:Sometreeshavefallen.T:Yes.Thestormdestroyedthetrees.Andwecansay“Thestormdamagedthetrees.”or“Thetreesaredamaged.”However,doyouthinkthestormcanbegoodforus?(教师引入新课的同时，讲解新词storm和destroy，并补充damage,它既可以作动词，也可以是名词)S3:Ithinkthestormcan（让学生自由发挥，老师和其他学生做出适当评价）教学设计说明：读前准备，设置好合适的情境，引导学生往阅读内容方面思考，为接下来的阅读做好准备，并先理解一些重点单词。3.The1streadingT:Asthesayinggoes,“Everycoinhastwosides.”Whilethestormscancauselotsofdamagetotheenvironment,thestormcanbegoodforus.Pleasereadthepassageonpage35quicklytofindouthowastormcanbegoodforthepeople.(第一次阅读是skimming，这里学生只要看文章标题，再快速看段落主旨句尤其是最后一段验证即可，用时大概1分钟；讲解时得到答案的方法更重要；核对答案时可以叫2-3名同学分享他们的答案和依据。)教学设计说明：第一遍阅读是略读，快速阅读来获取文章主旨，这是理解文章的第一步。4.The2ndreadingT:Nowwehaveknownthemainideaofthispassage.Letsmoveontodealwithtwoquestionsaboutthecontentofthispassage.Pleaselookat3aonpage35.First,youhavetounderstandthequestionsandrememberthekeywords.Thenlookfortheanswersfromthepassage.Pleaseunderlinetheanswersinthepassage.(指示要明确，尤其是做题的方法：先看题，再去文中找答案，回答问题表达要正确。)T:Areyoufinished?S:Yes.T:OK.Letschecktheanswersnow.No.1,whowouldliketohaveatry?Whatwastheweatherlikebeforetheheavyrainstarted?S1:Thestrongwindswereblowingoutside.T:Isthisthecorrectanswer?S2:Yes.Butitisnotcomplete.Andblackcloudsweremakingtheskyverydark.T:Yes.Verygood!Therearetwopoints.Youhavetopaymoreattention.Butwheredidyoufindtheanswer?Ss:The1stand2ndsentencesofthe1stparagraph.T:Youareright!Pleaselookatthescreen.Haveyougotit?（以超链接的形式展示答案在文中的位置）Ss:Yes!T:Good!NowNo.2.Whatwastheneighborhoodlikeafterthestorm?Whocangiveustheanswer?S3:Theneighborhoodwasinamessandfallentrees,brokenwindowsandrubbishwereeverywhere.T:Bingo!Thatsright!Therearealsotwopoints.Wheredidyoufindtheanswer?Ss:Thelastparagraph.T:Yeah!Lookatthescreenplease.Letsreadthetwosentencestogether.（在PPT上以超链接的形式展示答案在文中位置）教学设计说明：通过阅读获取信息回答问题后，理解文章要点，进一步理解文章。在原文做标记找答案的阅读习惯养成。通过超链接的方式展示问题答案在原文中的位置，给中下层次的学生便利，提高课堂效率。5.The3rdreadingT:OK,nowletsmovetosomedetailsofthepassage.Pleaselookat3b.Youhavetoreadthepassageagainandcompletethesentences.T:OK,timetostop!Pleasecheckyouranswersinyourgroupintwominutes.（4人学习小组组内成员互相核对答案）T:Timeisup.Letsreadoutthefoursentencesandchecktheanswerstogether.Ifyouranswerisnotright,pleasecorrectit.(以超链接的形式展示每个答案在原文中的位置，并逐段讲解)教学设计说明：任务中的4个句子正好每个段落一句，在展示答案所在段落时正好梳理讲解该段知识点；以超链接的方式，明了易懂；知识点的逐个呈现，清楚且详细，避免了一次性讲解知识点的无聊。6.LearningusefulexpressionsT:Letsreadeachparagraphmorecloselyandlearnsomeusefulexpressions.7.Post-readingT:Fromthepassage,weknowthatalthoughthestormbrokemanythingsapart,itbroughtfamiliesandneighborsclosertogether.Andwhatotherthingscanbringpeopleclosertogether?T:Iwillgiveyouasamplefirst.Lookatthescreen.Whatisthepictureabout?S:TheWenchuanearthquake.T:Yes.ItwasonMay12th2008.Andatthattime,peopleinChinagottogethertofightagainsttheearthquake.Sothisshowsthatanaturaldisaster,suchasanearthquake,canbringpeopletogether.T:Now,letsdiscussinsmallgroups.Whatothernaturaldisastershappenedbeforewhichbroughtpeopletogether?Ss:（让学生各抒己见）T:Also,abigevent,suchastheOlympicGames,canbringpeopletogether.Letsdiscuss.HaveSsdiscussasaclassorinsmallgroups.HaveSsexpresstheiropinionsaboutbigevents.Encouragethemtosaythereasonswhybigeventscanbringpeopletogether.T:Asyouhavejustdiscussed,abigeventoradisastercanbringpeopletogether.Sohowcanwehelpeachotherintimesofdifficulty?T:Doyouknowthephrase“intimesofdifficulty”?S:在困难的时候。T:Yes.Nowdiscusswithyourpartnerhowtohelpeachotherintimesofdifficulty.First,youshouldshareyourideasandreasonswithyourpartner.Thensharethemwiththeclass.（学生讨论之后，让2-3组的组长代表发言展示讨论结果，最后给出参考ideas）(1)cheerpeopleupbysayingsomekindwordstoencouragethem(2)donateclothes,food,andotherthingstothosewhoneedhelp(3)donatesomemoneytothosewholosttheirhomes(4)sendsomepoliceofficersanddoctorstosavethepeopleindanger教学设计说明：这是个小组合作讨论的环节，既可以锻炼口语，也可以发散思维，深化文章内涵；学生之间通过讨论分享，也可扩大自己的视野，向同伴学习。先给例子再让学生讨论，给其一个方向。8.ThinkT:Wehavelearntthecontentandthelanguagepointsofthispassage.Pleasethinkaboutit:Whatcanwelearnfromthispassageotherthelanguagestructures?（让学生思考然后给出自己的想法；老师给出贴切文章内涵的参考答案）(1)Weshouldprotecttheenvironment.(2)Whenanaturaldisasterhappens,wehumanbeingsshouldworktogethertohelpeachotherandovercomethedifficulties(3)Weshouldremem