初中英语人教版八年级下册unit5SectionA(3a-3c).doc

八（下）人教版Unit 5 What were you doing when the rainstorm came?Period2: Section A (3a-3c）授课人：王晓霞2017年5月27日一、 教材分析本单元话题是谈论过去的事情和讲述故事。本课选自人教版八年级英语下册Unit 5 Section A3a3c的内容。本单元的话题为难忘的事件，功能为能讲述过去发生的事情，能讲故事。本单元和后面一个单元的联系比较紧密，都是讲述过去发生的事情。本课时是一节阅读课。整体以阅读为核心，通过让学生阅读一篇关于美国阿拉巴马州遭风暴袭击后人们互相帮助的故事。重点是在思维导图的引导下理解文章的细节，难点是理解语篇中when和while引导的时间状语从句中以及时间状语从句中过去进行时的用法。二、 学情分析认知特点分析：学生已经学过现在进行时，本单元第一课时的学习也帮助学生对过去进行时有了初步的感知，学生理解上相对容易。身心特点分析：八年级的学生对新鲜事物充满好奇，比较关心和自身年龄相关的人物和话题，通过引入Ben的照片，让学生对文中的人物有具体的感知，逐渐将学生引入一个相对真实的语境中。Ben的实际体验让学生自己体会如何在灾难前保持冷静、乐观、积极、团结。因此，本课除了语言知识的学习以外，提高学生应对灾难及困难的意识及能力也很重要。预期困难：语言知识方面，学生对when和While的用法以及两者的区别可能不能很快理解和运用，可能会出现混淆，因而学生在思维导图的引导下完成阅读任务，通过思维导图中句型的变化帮助学生感知when和while的用法。三、教学目标：（一）知识目标：1.Learn and use thefollowingvocabularies(能正确使用下列大纲词汇)storm, wind, light, report, area, wood, window, match, beat, against, asleep, rise, fallen, icy, kid, fall asleep, die down, have a look2.Read the following non-curriculum words(能认读以下词汇): rainstorm, flashlight, apart.3.Master the basic usage ofthe past progressive tense.（二）能力目标：1.Talk about past events; retell the text.(能讲述过去发生的事情；能叙述课文。)(三)学习策略：Get the general idea by looking at the title and picture of the passage and master the readingstrategiesskimmingandscanning.（通过标题和插图获取文章大意，训练略读和快读技巧）(四) 情感目标：培养学生热爱大自然。树立勇于挑战困难的信心,形成互帮互助，邻里和谐的社会风尚。四、教学重难点1. 要求掌握以下句式：(1) What were you doing when the rainstorm came? (2) Bens dad was putting pieces of wood over the windows while his mom was making sure 2要求掌握以下词汇： （1）动词：report, beat, rise (v. & n.) （2）名词：storm, wind, light, area, wood, window, flashlight, matches, candle（3）副词：apart (4) 形容词：asleep, serious, fallen, broken (5) 介词： against(6) 词组：die down, fall asleep, break (sth.) apart, bring (sth.) closer together （本节课的生词在之前的学习中都已接触过，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。）Difficulties（难点）： 理解文中过去进行时的运用。五、教学方法来源:学.科.网Z.X.X.K任务型教学法 合作探究学习 听说法六、教学用具 课件、多媒体、课本。七、教学过程Step 1 Lead-in.1.Watch a short video(录像). Then answer the questions.1). What was the weather like before the rain started?2). Was the rain still a long way off after a thunder? T:If it rained heavily, it is called a rainstorm. Do you ever experience a rainstorm? What do you think of a rainstorm?Ss: Yes, we do.I thinkT: Good! Lets come to know more about itin this lesson.【设计意图】通过图片，为下面更好的学习目标语言做准备。教师通过检查预习，让学生快速说出短语和句型，了解学生对课本知识的掌握情况，为下一步的教学做铺垫。)2. Read Learning aims together.【设计意图】目标引领，三维目标概括本课的主要内容。Step 2 Before Reading1. Introduce my friend Ben and his information. He went through(经历) a rainstorm. Lets go with him and feel the storm. 2. Give some pictures about rainstorm. Teach some new words about before the storm. during the storm, after the storm.A storm hit (袭击) Alabama.1)What was the weather like before the heavy rain started?storm, wind, light, area, wood, window, flashlight, matches, candlebeat, against, asleep, rise, fallen, The neighborhood was in a mess(脏乱).【设计意图】通激活过图片、教师介绍了解Ben的相关信息，背景知识,扫除单词障碍。Step 3 While readingSkimming1. Read the article fast and silently to get thegeneralidea.Whats the main idea of the story?(What happened in Alabama?)( ) A. A rainstorm in Alabama.B. A happy family in Alabama.C. The friendly people in Alabama.【设计意图】快速阅读是为了锻炼学生在有限的时间内快速提取信息并概括归纳的能力。本题设计成选择题的形式难度降低了一些。Scanning2. Please skim the story quickly and match the main idea with each paragraph(段落).【设计意图】分析文章段落大意能帮助学生从整体上把握文章的框架结构，也有助于学生理解和记忆文章。Detailed-reading3. Read the text carefully and silently to get the specific ideas (读取细节)Task 1:Read Paras. 1-2 and fill in the blanks.1.What was the weather like before the rainstorm came?_were blowing._were making the sky dark. With no _outside, it felt like midnight.2.What did they do for the rainstorm?Bens dad put _ over the windows.Bens mom made sure the _and_were working. Put _and _ on the table.Task 2: Finish Mind map.Task 3:Read Para.3 and choose the right answers.1. What was Ben doing when the rain began to beat against the windows?2. What did Bens family do during the storm?Task 4:Read Para.4 and answer the questions1.How was the neighborhood after the storm?2. What did people do after the storm?【设计意图】学生在了解课文内容的基础上完成这些任务，达成对课文的理解。同时，通过阅读提取信息、处理信息、和输出信息的技能得到培养。用实物投影呈现学生的答案和同桌校对答案有利于培养学生发现问题和解决问题的能力。Step 4 Post-reading1. Get the students to practice reading the article loudly and fluently.【设计意图】模仿是练习口语的第一步，它能帮助学生准确地朗读，形成比较自然的语音、语调。2. Organize group work.【设计意图】小组合作有利于学生形成良好的合作学习意识，增强他们合作学习的能力。在小组合作学习活动中，学生能在比较平等的环境中大胆地交流、分享、完善、进步。3. Encourage the students to raise any question.【设计意图】主动提出问题是学生应该掌握的学习策略。4. Explain something difficult: Language points5.Fill in the blanks about passage6. Show a mind map for students to complete.【设计意图】思维导图是一种组织性思维工具，有助于学生集中注意力，梳理信息使之更为清晰，更好地记忆，从而达成高效、快速地学习。Step 5 Retell the story【设计意图】复述是一种基于理解的创新。它不仅有利于加强学生对语言材料的理解、巩固和积累，更有利于提高思维能力以及系统连贯的能表达能力。这项活动把语言知识的学习、语言技能的训练和情感的提升相结合。7.3cTalk about with your partner. What other things can bring people closer together?【设计意图】通过对文章内容的思考，挖掘其内在的意义，这也是课堂三维目标“情感、态度和价值观”的体现，掌握语言的基础上，学得一定道理。Step 6 Summary Exercise Step 7 Homework1. Recite the article (3a).()2. Write a short passage usingthepast progressive tense.()Unit 9 What does he look like? Section B(1a-1e)New wordsstorm wind lightreport area woodwindow match beatagainst asleep rise fallen icy kid New phrasesfall asleep, die down, have a look rainstorm, flashlight, apart.New senteces(1) What were you doing when the rainstorm came? (2) Bens dad was putting pieces of wood over the windows while his mom was making sure