八下Unit5第一课时.doc

【新课标人教版八下Unit5第一课】Unit5 What were you doing when the rainstorm came? 教学设计.设计理念本节课按照新英语课程标准提倡的“强调学生学习过程，倡导体验参与”的基本理论进行教学设计，把任务型教学模式贯穿始终，能充分体现“学生为主体，教师为主导”的教学理念。尽力做到一切以学生为出发点，相信学生，大胆放手，充分发挥学生的主观能动性，让学生在在掌握知识的同时，不断培养他们提出问题、分析问题、解决问题的能力。从而达到教学与学习的目的。 .学情分析 由于一年多的学习与相处，班中绝大部分同学都能跟上我们现有的进度，有较强的学习英语的兴趣，喜欢与人交流，但是也有个别同学的理解、接受能力有待提高，本节课是有关新时态的学习，简单的讲述故事，他们能够通过课前的自主预习很流利的读出本课时的新单词、短语、句型，但口语表述能力和综合运用英语的能力有待加强提高。 .Teaching aims: 1. Knowledge aims During or after this class, students are able to learn and consolidate:1).some new words and phrases: alarm, begin, heavily, suddenly, when, while, strange, go off, pick up 2).target languages: -What were you doing at eight last night? -I was (taking a shower). -What was he doing when the rainstorm came? -He was (reading in the library) when the rainstorm came. -What was Jenny doing while Linda was sleeping? -While Linda was (sleeping), Jenny was (helping Mary with her homework). During or after this class, 80%-90% students should be able to 1). learn and consolidate the usage of was/were doing well. 2). learn and consolidate the usage of when and while 3. Emotional aims 1).Students will understand the importance of time. 2).We will call on the students love time, plan to do everything well.Teaching important points: 1. Consolidate the usage of was/were doing . 2. Use the target language to talk about the things. 3. How to tell a story well.Teaching difficult points: How to catch the target language and use it well. How to tell a story well.Teaching methods1. Task-based teaching method2. The situational teaching method. Learning methods1. Independent learning method2. Inquiry learning method3. The cooperative learning method .Teaching AidsTextbooks, Multi-Media, Papers for guiding .Teaching ProceduresStep 1: Lead inStep 2: Presentation.Step 3: Listening(work on 1a-1b).Step 4: Teach the usage of was/were doing Step 5: Pair work12 & Group work 12Step 6: Listening(work on 2a-2b)Step 7: Pair work 56 & Group work 3Step 8: Summary & Homework.Blackboard design -What were you doing at eight last night? -I was (taking a shower). -What was he doing when the rainstorm came? -He was (reading in the library) when the rainstorm came. -What was Jenny doing while Linda was sleeping? -While Linda was (sleeping), Jenny was (helping Mary with her homework).V. Teaching Procedures教学过程教学环节教学内容师生活动设计意图一、导入1.课前热身，通过观看ppt和提问引出本课课题。2.给孩子们几秒钟时间，朗读并拼写本课单词。学生集体回答或个别回答。使学生精神振作进入学习状态，引发思考、展开联想、发散思维，为其提供想象的空间。复习上节课的重点，完成句子。学生个体整理并呈现，老师点评，学生奇读。开阔视野，树立学生自信心，为今天话题做准备二、教学步骤1.看图并猜测这件事情所发生的的地点。小组讨论，学生个体整理并呈现。 开阔视野，发散思维。让学生敢说，能说，会说。2.听录音，完成1b学生呈现、教师点评练习孩子们的听力。3听录音，完成对话。教师引导学生通过听力，在师生互动、合作与交流中完成学习过程锻炼孩子们的对话能力及与人交流的能力。进而锻炼孩子们的口语练习。4Pairwork学生互问互答 ，教师指导培养了学生观察、思考、整理信息的能力，达到个人自身素质的提高,使不同层次的学生都有所收获。做到分层次教学。5和小组讨论自己家里的规定学生互问互答 ，教师指导教学与实践相结合，让学生能学以致用，也培养了学生观察、思考、整理信息的能力，达到个人自身素质的提高6语篇练习小组信息沟通或问答通过相互学习，不但进行语言的高级实践，而且让信息实现共享，同时也培养了学生合作意识，增强了团队意识三小结整理本课内容，学生自评、互评呈现教师帮助下，学生整理自评、互评通过学生总结教师帮助明确本节课完成的各项任务，对学生的言论评价成为今后继续学习的原动力四作业利用所给的信息完成课后作业。教师提出与作业相关建议，学生总结通过学生自己留作业，不仅达到分层教学的效果，也体现教学中的民主与和谐VI. Teaching reflection:一、本节课运用了新的教学理念，使用的是任务型教学模式。根据教材内容，结合学生的实际情况，设计了许多语言环境和由浅入深，由易到难的语言交际任务，引导学生运用目标语言进行交流。二、使用了多种教学方法。例如：单词自我挑战游戏，同桌对话练习，小组对话练习，小组相互讨论,小组竞赛等，课堂气氛活跃，学生参与率高，真正做到了让学生动起来，让课堂活起来。三、课件实用精美。每一张幻灯片上所涉及到的文字都是本节课的重点内容并且运用了多种字体，除此之外，每一张图片都是在网上精心搜出来的，并且每一张图片色彩亮丽，本节课课件真正起到了为教学服务的作