英语人教版八年级下册Unit5 SectionA（3a-3c）教学设计.doc

Unit5 SectionA（3a-3c）教学设计1.0 Teaching analysis教情分析1.1 Teaching objectives 教学目标1.1.1 Language goals 语言目标 Key Words and Chunks .1 For applying: storm, wind, light, report, area, wood, window, match, beat, against, asleep, rise, fallen, icy, kid, feel like, in the area, beat against, at first, fall asleep, die down, in a mess, wake up, make sure, in times of, right away, have a look, in bad shape.2 For comprehending: flashlight, apart, Alabama Sentence Structures1） With no light outside, it felt like midnight.2） After dinner, they tried to play a card game, but it was hard to have fun with a serious storm happening outside. 3） Although the storm broke many things apart, it brought families and neighbors closer together. 4） He finally fell asleep when the wind was dying down at around 3:00 a.m.5） How can we help each other in times of difficulty? Grammar Focus1） Black clouds were making the sky very dark. (过去进行时描述过去某个时刻正在发生的动作或存在的状态，结构是“was/were+现在分词”)2） Bens dad was putting pieces of wood over the windows while his mom was making sure the flashlights and radio were working. (while 表示“当时候，与同时”，引导时间状语从句，从句多用进行时态，主句多用一般过去时或过去进行时。)3） Ben was helping his mom make dinner when the rain began to beat heavily against the windows. （when表示“当时候”, 引导时间状语从句，表示过去范畴时，主句和从句都既可是一般过去时，也可以是过去进行时。但需要注意，当主句和从句同时使用过去进行时，多用while 引导时间状语从句。）4） It was hard to have fun with a serious storm happening outside. （此句中it 作形式主语，真正的主语是其后的不定式to have fun。此句中介词with表示一种伴随状况，同时还包含着因果关系，表示“因某种状况的存在而导致”, 因此可翻译“由于、因为”等。）1.1.2 Ability goals 能力目标 帮助学生理解和使用本课的重点词汇、短语、句型。 鼓励学生在理解文章重难句的基础上运用自己的语言进行表达。 引导学生在具体的情景中体会和发现when和while引导时间状语从句的区别。1.1.3 Emotional goals 情感目标 激发学生在具体问题面前开拓思维，积极解决。 鼓励学生与家人和朋友齐心协力，共度难关，相互理解。1.2 Important and difficult teaching points 教学重难点1.2.1 理解文章重难句的基础上运用自己的语言进行表达。1.2.2 体会和发现when和while引导时间状语从句的区别。1.2.3 激发学生在具体问题面前开拓思维，积极解决。2.0 Student analysis学情分析2.1 Fundamental State基本情况通过本单元第一课型的学习，学生充分讨论和分享了其自身记忆中的“难忘的事件”，形成了对过去进行时用法的初步感知，深化了对本单元话题（Unforgettable events）的认识。第一课型的听说学习，进一步激发了学生谈论过往经历的热情。然而，过往的经历有令人开怀大笑的趣闻，也有让人叹息不止的憾事，教师可以基于这一点自然地过渡到3a的阅读教学。3a谈论一场暴风雨让社区变得一团糟，却使邻里之间更加紧密地团结在一起。通过教师的积极引导，学生能够体会到“共挺时艰”的深意，在阅读中学会积极看待事物，从容对待生活，获取正能量。2.2 Knowledge Reserve知识储备本单元第一课型的学习，充分激活了学生的已有语言知识，巩固并提升了学生对过去进行时的运用能力。同时，第一课型的师生问答，同伴活动和小组探讨中，学生充分运用过去进行时，谈论“难忘的事件”发生的时间、地点、人物及其意义，为本课型的阅读文章The Storm Brought People Closer Together的阅读和理解搭建了有效的语言支架。2.3 Class Data本班实际本班学生心思细腻，情感体验丰富，对生活中的趣闻憾事记忆深刻，且有较强的语言能力，能够较自如地进行表达和分享。但仍为未成年人的他们看待事物还不全面，不能辩证地看待过去发生的不如意事。因此，教师可以从文本出发，层层追问，引导学生剖析文本，反思文本，由他及己，形成对待挫折，磨难和失败的正确的价值取向。3.0 Teaching methods教法建议3.1 Task-based teaching method任务型教学法3.2 Thematic teaching method主题教学法3.3 Self-directed learning method自主学习法4.0 教学辅助 blackboard and chalk, computer or iPad, projector, video clip5.0 Teaching procedures 教学进程5.1 Leading-in and warming-up 引入与激趣活动5.1.1 To set the scene can activate Ss learning schema and help them be better prepared to understand what they are going to read. So T can present many pictures about natural disasters. 5.1.2 T asks Ss to discuss what things are related to a rainstorm.Possible answers: strong winds, black clouds, heavy rains, fallen trees, broken windows, broken houses, rubbish5.2 Reading Practice阅读训练5.2.1 Pre-reading-读前导入 Ask Ss to look at the picture and the title. And T can ask the question to help Ss to predict the content of what they are about to read.Question: What happened? T supplies new words and phrases that are not mentioned in the former discussion to help Ss make preparations for reading.5.2.2 While-reading 读中理解 Ask Ss to skim the passage quickly and underline the weather words in this passage.strong windsblack cloudsa heavy rainstormrainThen T can help Ss to try to give out the definition of a storm. According to Oxford Dictionary, a storm means “very bad weather with strong winds and heavy rain, often with thunder and lightning”. Then T can ask Ss to scan the passage and find out where the storm happened. Then T can give some background information about Alabama to Ss. Alabama is in the southeast of the United States. Gulf of Mexico is to the south of it. There are often cyclones(龙卷风), hurricanes(飓风) and storms in March and April every year. T asks Ss to read paragraph 1 carefully and complete the weather description. The winds were very _ outside. Although it was in the day time, it felt like _. Because _ were making the sky very _. The news reported that a heavy rainstorm was in the area.After that, T can ask Ss to guess how people indoor felt.Possible answers: worried, nervous, afraid, terribleThen, T can create a situation for Ss to choose what things they would prepare if they were in a storm. Ask them why or why not. In paragraph 2, 3 and 4, T can ask questions like:1. What preparations were people doing before the storm in the neighborhood?2. What were people doing during the storm?5.2.3 Post-reading读后提升 After understanding the whole passage, T can ask Ss to finish 3c. Discuss the questions with a partner.“Although the storm broke many things apart, it brought families and neighbors closer together.” What other things can bring people closer together? How can we help each other in times of difficulty? Ask students to work in pairs to retell the whole passage to each other with the help of the given sentence structures. Finish 4b. Fill in the blanks with was, were, when or while.Answers: While, was, was; While; When, was; was; were Summarize the differences of “when, while” when和while都可表示“当时候”，引导时间状语从句。区别：主句的动作是持续性的，而从句的动作是短暂性的，此时用when引导时间状语从句，主句用过去进行时态，从句用一般过去时态。主句的动作是短暂性的，而从句的动作是持续性的，此时用while引导时间状语从句，主句用一般过去时态，从句用过去进行时态。主句和从句的动作在过去的某时某刻或某段时间同时发生，而且动作都是持续性的，此时用while引导从句，而且主句和从句用过去进行时态。Ss do 4a by themselves, and then read together. Apply the target language. Fill in the chart and then ask their partner what he/she was doing at these times last Sunday.5.3 New points interpretation 新知感悟（贴标签）5.3.1 Discovering chunksGet Ss to read the text once again, and this time, Ss underline all the useful chunks in it. 1） With no light outside, it felt like midnight.2） Bens dad was putting pieces of wood over the windows while his mom was making sure the flashlights and radio were working. 3） Ben was helping his mom make dinner when the rain began to beat heavily against the windows.4） Ben could not sleep at first. 5） He finally fell asleep when the wind was dying down at around 3:00 a.m. 6） He went outside with his family and found the neighborhood in a mess.7） How can we help each other in times of difficulty?8） My brother and I went out right away to have a look.9） When we got to the place of accident, the car was in bad shape.10） The roads were icy because of the heavy snow from the night before.5.3.2 Analyzing chunks Bens dad was putting pieces of wood over the windows while his mom was making sure the flashlights and radio were working. 本的爸爸在往窗户上钉木条，同时他妈妈在确认手电筒和收音机都能正常使用。make sure 的意思时“确认；查明；核实；确保”，其后可以接句子，或者接介词of后再接宾语，用来引出需要确认的内容。课文原句：Bens dad was putting pieces of wood over the windows while his mom was making sure the flashlights and radio were working. = Bens dad was putting pieces of wood over the windows while his mom was making sure of the flashlights and radio. He went outside with his family and found the neighborhood in a mess.他和家人出门时，发现周围一片狼藉。find+宾语+介词短语，可以转化成find+宾语从句的用法。课文原句：He went outside with his family and found the neighborhood in a mess.= He went outside with his family and found that the neighborhood was in a mess. How can we help each other in times of difficulty? 在面对困难时，我们可以怎样彼此帮助？in times of = at the time of课文原句：How can we help each other in times of difficulty?= How can we help each other at the time of difficulty?5.3.3 Using chunks Guide Ss to know the meanings of the following sentences and make similar new sentences of their own. And get some Ss to share their original sentences. With no light outside, it felt like midnight. (P35)【原句翻译】_【仿写造句】With+主句 _It was hard to have fun with a serious storm happening outside. (P35)【原句翻译】_【仿写造句】It . to do with_ Although the storm broke many things apart, it brought families and neighbors closer together. (P35)【原句翻译】_【仿写造句】Although. break apart, bring closer_5.4 Practice in class反馈与巩固1) Sam took a picture of his friends while they _ fo