英语人教版八年级下册Unit5SectionA3a-3c.doc

人教版八年级下册Unit 5 3a教学设计一、整体设计思路和指导依据说明 这是一堂读写结合的课，由于本堂课的文章具备记叙文的一些典型特点，故将本堂课设计为一节以读写结合的课。引导学生在阅读的过程中分析文章线索、文章的结构、主旨大意的突出方法。通过独立思考，小组合作等方式，让学生模仿写作。通过读写过程让学生体会英语的写作和语文写作是相似之处，培养学生跨学科学习思考的思维习惯。二、学生学习背景1、教学内容分析：这是一篇关于美国亚拉巴马州遭受暴风雨的阅读材料。文章结构具有典型性，其结构包括：暴风雨前的背景描写暴风雨前一家人为即将到来的暴风雨正在作的一些准备暴风雨正在发生时，一家人的所作所为暴风雨后，四邻团结一心清理垃圾的场景。文章结构简洁清晰，很适合学生借鉴参考和模仿写作。但文章生词较多，需要注意让学生在语境中理解生词的含义，可以借助图片等。同时，文章的语言表达突出了本单元的语法内容过去进行时，这也需要注意让学生在语境中理解过去进行时所表达的含义，特别是体会when和while在引导时间状语从句时用法上的区别。然后在后续的写作练习中尝试运用这一语法知识。2、学生情况分析：八年级下学期的学生或者自己有过暴雨的经历，或者通过媒体知道过一些比较大型的灾害性事故，同时，在英语语言理解和语言表达方面都也已经具备了一定的能力，而且，他们在七年级的语文课上已经学习过记叙文的阅读与写作，所以，他们能够在本次课堂学习中通过读写练习得到语言读写能力的提升。三、学习目标1、语言目标 通过阅读，让学生在语境中进一步体会过去进行时的用法。 通过阅读，让学生在语境中理解学习一些居住场景中常用的词汇。2、能力目标 通过文章标题和插图获取文章的主旨大意，训练快速阅读的技巧。 通过模仿文章结构，运用过去进行时描述过去发生的事。学生语法运用可能会有错误，可以在下一堂语法课上，让学生系统学习了过去进行时的用法后，再让学生纠正错误。先自己纠正，再进行小组讨论，最后交给老师批阅。3、情感目标 通过本节课的读写学习，让学生通过类比思考知道生活中还有哪些灾难可以让人们更团结互助。也让他们懂得除了灾难，其实还有许多学习活动也可以让大家团结互助。让学生通过反思，明白自己在以后的学习生活中，无论何时何事都需要与他人团结友善，互相帮助。 四、学习重点和难点1、重点通过阅读，让学生在语境中进一步体会过去进行时的用法。通过阅读，让学生在语境中理解学习一些居住场景中常用的词汇。2、难点通过模仿文章结构，运用过去进行时描述过去发生的事件。五、学生学习过程Part I Preview Before class, ask the students to learn at school or at home. They can also learn with their group members.1. New words Please read the article and underline the following new words and phrases.storm, wind, light, report, area, word, window, flashlight, match(matches), beat-beat, against, at first, asleep, fall(fell) asleep, die down, rise-rose, fallen(fall), apart(part) Please listen to the record and try to read the new words by yourselves at home. Please try to understand the meaning of each word according to the sentences in the article.2. Some key points and difficulty points Please try to understand the meaning of the following structures. Pay more attention to the underlined parts. strong winds, black clouds, a heavy rainstorm, in the area, a piece of wood, put over the windows, feel(felt)like, beat against Bens dad was putting pieces of wood over the windows while his mom was making sure the flashlights and radio were working. Ben was helping his mom make dinner when the rain began to beat heavily against the windows. He finally fell asleep when the wind was dying down at around 3:00 a.m. When he woke up, the sun was rising. Part II Pre-reading (3m) Step I Have the students watch a video and answer two questions to lead in both the event, rainstorm, and the emotion goal, to help each other at any time. T: What was the happening, something good or something bad? S: Something bad. Its better to ask this question while watching, and a pause is also necessary. T: Were the people helping each other? S: Yes, they were. T: So, we can see that something bad can bring people closer together. Do you think so? (S: Yes.) There was also something bad happening in Bens homework Alabama. Lets read the story.Part III While reading (17m)Step I Reading In this step, students will read the article paragraph by paragraph in order to get the meaning of the article and learn some language points.T: The news on TV reported that a heavy rainstorm was in Bens hometown. What were they doing before the rainstorm? What were they doing while the rainstorm? And what were they doing after the rainstorm? Well find out the answers after we read the article. 1. Have the students read the title and look at the picture. T: First, please read the title and tell us: What brought people closer together? S: The rainstorm. T: And then, please look at the picture. What was the neighborhood like? S: In a mess. T: The title and the pictures are helpful while we are reading. Do you think so? S: Yes. T: So, I will show you more pictures to help you understand the meaning of the passage while you are reading.2. Have the students read the first paragraph and complete a simple mind map by filling in the diagram. T: Please read the first paragraph and find out: What was the weather like before the heavy rain started? S1: Ben could hear strong winds. (The winds were blowing hard.) And there were black clouds in the sky. It felt like midnight. S2: There were strong winds and black clouds in the sky, so it felt like midnight. Have the students read the context before they answer the questions. T: Please complete the diagram according to the first paragraph.Paragraph 1BackgroundTimePlacePersonEvent And then check the answers quickly because its easy for the students to finish this task.3. Have the students read the second paragraph and complete a simple mind map by filling in the diagram. Before reading, present some new words in the second paragraph by using some pictures. T: Please read the second paragraph and find out: What was Bens father doing before the rainstorm? And what was his mother doing? S: Bens father was putting pieces of wood over the windows. His mother was making sure the flashlights and the radio were working. Also, have the students read the context before they answer the questions. T: Now, please complete the diagram according to the second paragraph.ParagraphWhenWhoWhatParagraph 2And then check the answers. Its easy for the students to finish the diagram as they have previewed before this class.4. Have the students read the third paragraph and complete a simple mind map by filling in the diagram. T: Please read the third paragraph and find out: What was Ben doing when the rainstorm began? What did they do after the dinner? S1: Ben was helping his mom make dinner. S2: And they tried to play a card game after the dinner. T: Next, please complete the diagram according to the third paragraph.ParagraphWhenWhoWhatParagraph 35. Have the students read the fourth paragraph and complete a simple mind map by filling in the diagram. T: Please read the fourth paragraph and find out: When did Ben fall asleep? What was the neighborhood like after the storm? S1: He finally fell asleep when the wind was dying down at around 3:00 a.m. S2: The neighborhood was in a mess. T: Next, please complete the diagram according to the fourth paragraph.ParagraphWhenWhoWhatParagraph 4Step II In this step, Ill help the students to analyze the tense, the clue, the structure and the main idea of this article in order to help them write more easily and quickly in the next step.1. The tense and the clue of the article: The simple past tense and the past progressive tense.The clue: the time2. The structure of the article Have the students to pay attention the following facts: How many paragraphs? Four paragraphs. When is each paragraph about? Background, before, while and after.3. The main idea of the article Please pay more attention to the title and the last sentence. The title: The storm brought people closer together. The last sentence: Although the storm broke many things apart, it brought families and neighbors closer together. Step III Check if the students have got the ideas of the words and the structures. (5m)1. Ask the students to match the words with its meaning to check if the students have got the ideas of the words. light feel(felt) like report a heavy rainstorm in the area flashlight at first rise-rose match(matches)2. Ask the students to match the words with the pictures to check if the students have got the ideas of the phrases. (A game) strong winds black clouds put over the windows a piece of wood beat against (beat-beat) fall(fell) asleep fallen(fall) trees3. Ask the students to fill in the blanks to check if they have got the key language points and the grammar. The news on TV reported that a heavy rainstorm was in the area. Everyone in the neighborhood was busy. Bens dad _ _pieces of wood over the windows while his mom _sure the flashlights and radio were working. Ben _his mom make dinner when the rain began to _ heavily _ the windows. After dinner, they tried to play a card game. Ben finally _when the wind was dying down at around 3:00 a.m. When he woke up, the sun _. He went outside with his family and joined the neighbors to _ clean up the neighborhood together. Although the storm broke many things apart, it brought families and neighbors _ _.Part IV After reading (17m)Step I Reading for thinking (2m) Ask the student to think about the following questions to open their minds. And this is also helpful to the next step, writing. T: Although the storm broke many things apart, it brought families and neighbors closer together. Now, please think about 1. What other things can bring people closer together? (Show some pictures to help the students to think, such as a fire, an earthquake, a flood, a car accident) 2. What activities can bring classmates closer together? Maybe here are something good or exciting (Also some pictures: sports meeting, study, clean-up day, art festival, school trip) Step II Reading for writing (17m) In this step, students will practice writing. 1. First, lead the students to write their own title according to the title of the passage in the textbook.The Sports Meeting got Our Classmates Closer TogetherThe _ got _ Closer together 2. And then, remind them of the structure and the clue of this article. Four paragraphs: background, before, while and after The clue: the time 3. Have the student work in groups of six. They each write a part. The students may need five to eight minutes to prepare. The whole group- Background Two members