八年级下Unit 5 SectionA 3a-3c

Unit 5 What were you doing when the rainstorm came? Section A 3a-3c 教学设计一、教学背景教学内容分析：本本节课是一堂阅读课。内容为人教版英语八年级（下）Unit5 What were you doing when the rainstorm came? Section A 3a-3c，本节通过让学生阅读一篇关于美国阿拉巴马州遭遇风暴袭击后人们互相帮助的故事，进一步体会过去进行时的用法，让他们知道在灾害面前要更团结，更友善，更懂得互相帮助。2. 学生情况分析：本节课是自己班上的学生上课。能够对过去进行时进行灵活运用，学生基础还可以，但是对于思维导图的运用还是有一定的难度，所以本节课通过老师给出的思维导图，能简单复述文章内容，并通过思维导图理解文章的写作方式。二、教学目标1. 语言能力目标：1) 词汇： area, wood, flashlight, match, beat, against, fall asleep, die down, apart 2) 语法：熟悉并运用过去进行时3) 通过阅读训练，提高在英语文章中获取信息的能力。4) 了解一些暴风雨的知识。2. 学习能力目标：1.通过文章标题和插图等获取文章的主旨大意，训练快速阅读的技巧。2.能够用思维导图梳理文章的主要内容，并能以思维导图为提纲复述本篇文章。3. 思维品质目标：(1)能够在阅读中提升分析概括的能力。(2)能够运用思维导图归纳本文要点，并且构思自己的思维导图。培养学生自我反思、自我总结的能力。4.文化品格目标：(1)能够通过阅读记叙文，知晓文章表达承载的信息。(2)通过阅读文章了解在困难面前邻里相互间的情谊。(3)通过学习本文，了解自然是无情的，但是邻里互助是大爱。学习在危难中互助的精神。三、教学重、难点1. 教学重点：1.通过文章标题和插图等获取文章的主旨大意，训练快速阅读的技巧。2.能够用思维导图梳理文章的主要内容，并能以思维导图为提纲复述本篇文章。2. 教学难点：1.通过文章标题和插图等获取文章的主旨大意，训练快速阅读的技巧。2.能够用思维导图梳理文章的主要内容，并能以思维导图为提纲复述本篇文章。四、课堂风貌设计（活动名称）1. 兴趣课堂：本堂课的兴趣不是浅层次地热闹，而是深层次的思维活动。以Whats the weather like today?开课点题。以思维导图引导学生理解文章，为下一节课的写作做准备。2. 自主课堂：通过几次不同形式的阅读，学生在教师的引领下，归纳出本课的要点。两人一组活动，小组讨论活动。3. 人文素养课堂：(1)通过阅读，学会了书写记叙文的方法，增强学生的自信心。(2)感悟连接词在语篇中的整体性和逻辑性的重要作用，提升学生的分析对比能力。(3)通过表述暴风雨前，中，后的天气和人们的活动这一载体，传递情谊，感恩亲友，乐于帮助。(4)Show time 通过分享在困难时期我们如何帮助别人，传递快乐，增进情谊。 五、教学过程设计（方法、手段、意图）Step 1 Warming-up教师提问：Whats the weather like today? How is the weather in the pictures?S1: There are many black clouds in the sky.S2: There is a strong wind.S3：It rains heavily.2.教师：Here comes the rainstorm. 观看视频，感受暴风雨。【设计意图】激发兴趣，热身。Step 2 Lead-in 1. Last week, there was a rainstorm in our city.通过看图片回答图中人物的活动Eg：What were she doing when the rainstorm came? Where were she doing when the rainstorm came?2. 通过以上内容引出居住在美国阿拉巴马州的Ben 也经历了一场暴风雨。以此来导入本节课。Step 3 Pre-reading1.看图片，描述图片人们的活动，激活学生的思维。（本图片跟本文中心思想表达内容相似）引导学生如何描述图中的情景，为下文做铺垫。2.出示文章及图片让学生猜测文章的结构，If you are the writer, how will you write the passage? 【设计意图】通过围绕主题创设情境，激发兴趣，导入话题。Step 4 while-readingTask1:Read the passage quickly and silently and find the topic sentence, then check the answer. Fast-readingRead the passage quickly and answer the questions.How many parts can you divide (分成) it into according to the time order(顺序)? before the storm: Para 1 and 2 three parts during the storm: Para 3 after the storm: Para 4设计意图：本部分任务不是太难，让学生运用第一单元已经学过的阅读策略，根据时间顺序把文章分成三部分。运用速读、抓关键词、关键句等阅读技巧，以此把握文章大意。Task2:Careful-reading Read for details 1. Read Paras. 1-2 carefully and report (报道)the weather. Then fill in the blanks. 2. According to the key words,retell before the rainstorm. Task3: 3. Read Para.3 and choose the right answers4. According to the key words,retell after the rainstormTask3: Read Para.4 and answer the questions.1：How was the neighborhood after the storm?2：How was the neighborhood after the storm?do after the storm?Task4 : Listen and RepeatTask 5 : Loud Reading, then fill in blanks.Ben could not sleep at first. He finally _when the wind was at around 3:00 a.m. When he woke up, the sun _ . He went outside with his family and found the neighborhood was_ , _ and rubbih were everywhere. They joined the neighbors to help _ the neighborhood together. Although the storm _ many things _ , it brought families and neighbors closer together.After fill in the blanks,then let students read loudly.2. According to the key words,retell the rainstorm设计意图：培养学生精读课文总结构建课文层次结构图的能力。Step5 Post-reading1. Retell the text.设计意图：学生在小组内合作完成复述，培养互助学习的品质。2. Discussion ( Work in small groups )“Although the storm broke many things apart, it brought families and neighbors closer together .” What other things can bring people closer together? Such as: earthquake(地震) ,fire , typhoon(台风)，floods(水灾)and so on . How can we help each other in times of difficulty? provide food and clothes raise money cheer up the sick kids clean up the neighborhood设计意图：有层次的进行语言输出。学生小组内讨论在困难时如何互助。3.Show Mind-map Summary and retellStep6 Home work:1.Know more about disasters.2.Try to retell the story and finish 3c. 六、教学评价1. 评价内容：(1)How to read? 默读+听图文转换自己大声朗读，边读边体验(2)How to write? Write with all points and full contents. 借助思维导图，构思提纲，复述要点Self-check. 自我检测Peer check. 同伴互评互学2. 评价方法：采用多种评价方式，如自评、同伴互评、教师评价等，尤其关注所有孩子的发展。对有创新思维及灵感，发言中有闪光点的学生予以肯定，使用了Thats a great answer./You did a good job!/Smart/Clever/Perfect!等积极的评价用语。另外，还运用手势、表情（眼神、面容、微笑）及其他肢体语言对学生的学习进行及时的评价。