新课标人教版初中英语八年级下册《Unit 3 What were you doing when the UFO arrived 》Section A教学设计

1、新课标人教版初中英语八年级下册unit 3 what were you doing when the ufo arrived ?section a教学设计 section a 第一课时（一）学生分析：1.本班大部分学生英语学习兴趣浓厚，乐于积极参与唱歌，问答，游戏，调查及报告等活动，有一定的综合语言运用能力。2.有一小部分同学英语基础欠缺，小组合作中的互帮互助可以很好的解决这一问题。3.学生已经学习过现在进行时中的“be+doing” 结构，对过去进行时的理解和掌握有一定的帮助。4.学生课前已经预习过相关生词，为新授课的学习奠定了一定基础。（二）教材分析：1.本课是unit3中的第一

2、课时，需要完成1a,1b,1c,2a,2b,2c的内容。2.本课的背景素材为ufo和外星人，能激发学生的学习兴趣。3.在本套教材的初一下册中，已经系统地学习了现在进行时和一般过去时，为本课中的过去进行时奠定了基础。4.本课时让学生熟悉运用was/were +doing 结构的基本用法及其特殊疑问句，为他们学习3a,3b,4和section b打好基础。（三）教学目标：1.       语言知识目标：能熟悉运用was/were + doing的基本用法及其特殊疑问句能了解when和 while的用法区别。2.  &#

3、160;    语言技能目标：能谈论在过去某一时刻或某一段时间正在发生的事情。3.       情感目标：通过创设人文情景，学生亲身感受体验，使语言学以致用，激发学生的学习积极性，培养他们自主、合作、探究学习的习惯，并让他们在实践活动中体验到成功的快乐。4.           学习策略目标：在唱歌、对话、小组活动和游戏的过程中，让学生获取语言知识并能归纳运用。完成学习任务后，学生会进一步学会并探索适合自己

4、的学习方法，积极参加一切课内外的有关英语活动，大胆地训练自己开口说的能力。5. 文化意识目标：培养学生实际运用英语能力，使学生进一步明白语言也是文化，拓展他们的文化视野，增强他们的跨文化交际的意识和能力。（四）教学重点：过去进行时的结构及用法（五）教学难点：when和 while的用法区别（六）教具准备：课件，提前录好的自己在过去某一时间段内具体活动的录像，录音机，课堂练习表格（七）教学过程：task 1: leading in the topic by singing a song.aims: incite the students interest and lead in the topi

5、c.teachers activity: show the lyrics and lead the students to sing the song:were you sleeping,were you sleeping,when the teacher came in?when the teacher came in?try to be better.try to be better.hurry! hurry! hurry!hurry! hurry! hurry!students activity: learn by singing.在这pre-task阶段，通过让学生来学唱简单的英语歌曲

6、，初步感知过去进行时，并通过强调过去进行时的结构来导入本课，从而激发了学生的学习兴趣和学习欲望，为一节成功的课做好了准备。task 2: learn some phrases of activities.aims: help the students learn the key words and get them ready for the next task.teachers activity: present the phrases with pictures and help the students learn.students activity: learn the phrases

7、 by the pictures.step:show the students the pictures and ask them to read the phrases after the tape.step:tell the students to pay attention to their ing forms.仍然是pre-task阶段的任务，学生通过生动形象的图片，截取的听力原文，兴趣盎然地学习了key words，激活了对完成以下任务非常有用的词汇，同时，通过对动词-ing形式的练习，为下面任务中对过去进行时的处理打下了基础。task 3: leading in the targe

8、t language by listening to the tape.aims: practice the students listening skill and lead in the target language.step: ask students to read the phrases in activity 1b to get ready for listening.step: ask the students to circle what they will hear by listening to the tape.step: check the students answ

9、ers by asking and answering like:-what was she doing when the ufo arrived?-she was standing in front of the library.step: pair work, ask the students to ask and answer with the target language with the help of the pictures in task 2.在这一任务的设计中，既加强了对听力技巧的指导，又通过对听力答案的订正很自然地过渡到了对目标语言的对话练习中。task 4: retel

10、l a short story by listening practice in activity 2a.aims: improve the students listening skill and oral english.step: lead the students to read the sentences in activity 2a to make sure the students are familiar with the listening materials.step: ask the students to listen to the tape and number th

11、e statements in the order they hear them.step: check the students answers with the following words:first,landed onnext,got out ofthen,went intoand then,boughtfinally,visitedstep: ask the students to practice retelling the short story with the help of the words.在这一任务的设计中，考虑到听力任务的难度不大，于是在听力结束之后又提高了任务难

12、度，即根据听力信息来复述这则小故事，为第二课时中3a的学习奠定了基础。task 5: find the differences between “when” and “while” by listening and doing the exercises.aims: try to make the students learn the grammar by doing themselves.step: ask the students to complete the sentences with “when” and “while” in activity 2b themselves befo

13、re listening.step: ask the students to listen to the tape and check their answers.step: ask the students to read the sentences carefully and try to find the differences between “when” and “while”.step: make some of the students show their views about the grammar, and show the detailed explanation:wh

14、en i got to the classroom, mr. li was talking to my classmates this morning.在表示过去的时间状语中,when后跟一般过去时。while tom was doing his homework, his father was cooking.在表示过去的时间状语中,when后跟一般过去时。在本环节中，并没有直接将语法项目呈现给学生，而是让学生通过自主探究，learning by doing,归纳出知识点，教师再做适当的点拨。这样的处理方式，会使学生对所学知识理解的更深刻，记忆的更牢固。task 6: using the g

15、rammar points by playing a game.aims: try to use the grammar points and incite the students interest.step: talk about the appearance of aliens with the students.step: ask two students to come to the blackboard and draw aliens.step: show some notes to the students and ask the students to do the activ

16、ities as the notes tell them.step: ask the students to tell some sentences as the model given by the teacher:while they were drawing, i was walking around the classroom.在这一任务的设计中，通过黑板上同学画神秘的外星人，座位上的同学做各种有趣的动作，极大地调动了学生的积极性和主动性，为“while”在过去进行时中的应用训练创设了绝佳的情景，让同学们在游戏中轻松掌握了知识点，体验到了成功的快乐。task 7: the famous

17、 detective conanaims: develop the topic and evaluate the language out-put.step: watch a video of a party. (at the party, a girls handbag was robbed by a robber)step: to make the students sure that the teacher isnt the robber, play another video about what the teacher was doing at that time.step: mon

18、itor the survey.first, ask the students to work in groups and choose their group leader as conan.next, ask them to ask and answer in their groups as the model given:conan: what were you doing at 8:00 yesterday evening?student1: i was watching tv at that time.student2: i was doing my homework then.th

19、en, ask the students to fill in the following chart:  student1:student2:student3:8:00pm   8:15pm   8:30pm       finally, ask the group leader to report with the help of the following words:madam, at 8:00pm, student1 was watch

20、ing tv; student2 was doing homework; student3 was cutting hair. no one could be the robber. (ask them to use their real names.)在这一任务设计中，前面的party事件为活动的开展创设了真实的语言情境，在调查活动中要求学生按照活动规则开展有组织、有纪律的小组合作。学生为了完成任务，会自觉地使用到target language 并加以拓展。学生的对话和汇报都很精彩，有的同学在其中加入了相应的动作，汇报中根据实际情况将内容作了调整,如：li ling forgot what she was doing at that time. maybe she is t