初中英语人教版八年级下册unit 5.doc

人教版初中英语八年级下 unit 5 period 1 教学设计Unit5 Where were you doing when the rainstorm came ?【教学目标】知识目标：1. learn these new words and expressions：rainstorm, alarm, go off, begin(begain), heavily, suddenly, pick up (the phone),strange2. Questions and statements with the past progressive tense：A:What was the girl doing at the time of the rainstorm? B: She was doing her homework.A:-What were Jenny doing when Linda was sleeping?B:While Linda was sleeping, Jenny was helping Mary wuth her homework.能力目标：1.能讲述过去发生的事情（Talk about past events）2.能讲故事（Tell a story）情感目标:Talk about unforgettable events【教学方法】采用目标和直观教学法，调动学生积极性，引导他们积极参与课堂中来。【学情分析】八年级的大部分学生对英语知识有浓厚的兴趣，平时能够按照老师的要求完成各项教学任务，学生的求知欲很强。【教学重点】1. Get information from the listening .2. Questions and statements with the past progressive tense “was/were + doing”【教学难点】能听懂有关过去发生的事情，能简单描写过去发生的事情，能从听力材料中捕捉重要的信息能力。【教学过程】3.1 第一学时3.1.1 教学活动Step 1 Greetings Greet the studentd as usualStep2 Warming up通过看课本主题图片提问引导学生看图说话Please look at Picture A,listen to me and think about it, “What is the girl doing? Where is she? Is she at school or at home? How do you know (she is at home)? Who can answer me ?”【引导学生观察图片】（Can you see the bed in the picture?）Look at Picture B, what is the boy doing ? where iis he? Is he in the classroom(or in the library)? How do you know (he is in the library)? 【引导students 观察图片】can you see many books and some people looking for books?Next look at Picture C. where is the woman? Is she at a train station (or at a bus stop)？what is she doing? How do you know（she is at a bus stop? 引导学生观察 what is on her head?(it is a handbag.) Why does she put it on her head? (because it is raining now.she wants to use it protect her head from getting wet .) Look at Picture D where is the man? Is he on the street (or at the playground)? What is he doing? 【引导学生观察图片】is he running for exercise? What is in his left hand? （设计意图：本活动是听力活动1b之前一个课堂预热活动，因为本单元要学习一个全新的时态“过去进行时”，所以充分利用主题图和1a中的语句做好情景的铺垫。考虑到学生已经学习过了现在进行时，所以先从用现在进行时进行看图说话的方式导入。2. 导入后引导学生读题，让学生齐读或个别朗读1a的指示语 是学生明白刚才四个图片发生的时间是（at the time of the rainstrom），所以1a四句话用一般过去时。3.按要求1a完成句子与图片的配对。只需核对答案就可以。活动1b（听力活动）1.听力前介绍场景This is a TV reporter and another four people: one girl, one boy,one woman and a man. Listen. What were they doing at the time of rainstorm? 2.完整播放听力，不停顿。让学生整体感受并捕捉自己需要的信息，动词和动词词组，选出答案。（这是学生第一次正式学习过去进行时，因此1b听力活动本身还不要求学生能够完整的使用过去进行时回答问题，而是培养学生捕捉主要信息的能力）3.第二次播放1b听力，可以有停顿，重点信息重放。师生核对答案。并确定学生答得正确。4.第三次播放，显示听力原文。让学生带着以下问题进行听力训练。问题有：* Whats the weather like today? * How was the weather yesterday?* Where was the girl?* What was she doing?* How was the rainstorm yesterday?* Why is the boy glad he didnt decide to play basketball?* Why did the man still get wet when he had an umbrella？* Why did many people take hours to get home?（通过问题设定听力目标检测学生对听力内容的细节理解，尤其对某些单词、短语或句型的关注。通过提问“迫使”学生用这些单词、短语和句型来回答问题，从而使目标语言从呈现转为使用，培养学生使用语言知识的能力。）5. 第四次播放听力，跟读，模仿语调，体会经历了暴雨浇的人在接受采访时表达的情感及使用的语气。可以讲解个别难句。（设计意图：为1c的对话做好语言上的准备）活动1c，（pair work）用第三人称讲述暴风雨来临时不同的人正在的不同的事情1.两人一练习主题图，四组练习。2.拓展场景，自编细节。3.几组学生在全班展示对话。 （设计意图：该活动是1b听力内容有一个信息和形式的转换，即：用第三人称讲述暴风雨来临时不同的人正在的不同的事情。）活动2a-2b本段听力是较长的独白，难点是听力目标的分解和听力活动的衔接，训练学生处理较长听力的能力和技巧。1. 利用2a插图看图说话，使用一般过去式和过去进行时句子. 如where was the boy? What was the boy doing in each picture?2. 现提出听力目标：why was yesterday a terrible day?第一次完整播放听力录音，然后让学生回答“why was yesterday a terrible day?”，答案不唯一。3. 第二次播放，不停顿，完成2a排序。核对答案。4. 浏览图片和2b活动对应的文字提示要求，明确听的目的，也可以预测每幅图对应的句子要填的词，独立完成也可以讨论。先用铅笔试着填写。5. 第三次播放录音，不停顿，结合预测的答案，独立完成句子填空。学生完成2b后，全班核对答案。6. 针对这个听力材料，用下面这道检测题，检查学生对听力内容的理解情况Look at the statements below. Are you true(T) or false(F)? 1)The boy didnt wake up until seven thirty because his alarm didnt work.( T ) 2)He arrived at school at eight.( F ) 3)He still didnt catch the bus although he ran to the bus stop.( T ) 4)While he was waiting for the bus, it suddenly started to rain heavily.( T ) 5)While he was busy looking for the umbrella in his schoolbag a car came and got water all over him.( T )（设计意图：补充这一检测题的作用在于：1.复习上单元的until 和although; 2. 结合对话中的so的使用，形成用because的转化； 3. 结合对话中when的使用，呈现对应词while的使用；4.归纳部分意义相近的表达方式： go offwork all of a suddensuddenly get to arrive at miss the busnot catch the bus beginstart）活动2cNow ,we all know “we use the information in 2a to retelll the story in a conversation between the boy and a TV reporter.”Imagine you are the boy, you are this reporter.please interview him,TV reporter：tell us what happened yesterday morning.Boy：TV reporter：So, when the rainstorm suddenly came, what were you doing? Boy: (设计意图：这是于听力内容的语言活动，目的是用过去进行时和一般过去时复述过去发生的事情，复述不是独白，是角色表演。有基础较好的同学扮演记者提问的方式引导，基础差的引导他们利用2a插图，先找两组同学演示，然后让他们在全班展示。)活动2d 1. 现在黑板上写“7：00p.m 8：00p.m. 9：00p.m”提出问题：what was Linda doing at seven? At eight? At nine?大家快速朗读对话2d，思考问题。2.继续提问 “where was she at seven?” (写下地点短语在help my mom后面)“7：00p.m help my mom in the kitchen8：00p.m. take a shower in the bathroom9：00p.m sleep in the bedroom ”3. 继续提问“what was Linda doing at seven?”让学生看着黑板，组织语言回答问题。如： “she was helping her mom in the kitchen”（设计意图：此环节是让学生再次理解过去进行时的结构“was/were + doing”）4.播放听力录音，让学生注意语气和语调，让学生分角色两人一组模仿朗读对话. Read together.5