人教版八下-Unit 5 what were you doing when the rainstorm came -Section A 1a—2d-教案、教学设计-市级优课-(配套课件编号：c4876).docx

1、教学目标 知识与技能： 1.掌握听说， 读写生词 suddenly， rainstorm， alarm， go off， heavily 2.会运用过去进行时，熟练问答和角色扮演。 3.会根据图片或思维导图复述或者自如地讲述自己的故事。 4.听力技能：推理预测图片故事情节，抓取关键信息，听力技能分层 次，听后总结听力技巧和经验。 5.小组合作交流，互相检查。 过程与方法：视听法，角色扮演法，情境法，任务法，迁移法，交际法，小组合作。 情感态度价值观：1.培养认真倾听，沟通交流的能力。 2.培养学生的英语综合语言应用能力和学习兴趣。 3.小组合作增强互相了解和合作精神。 教学重难点 重点：1.会

2、运用过去进行时，熟练问答和角色扮演。 2.听力技能：推理预测图片故事情节，抓取关键信息，听力技能分层次，听 后总结听力技巧和经验。 3.会根据图片或思维导图复述或者自如地讲述自己的故事。 难点：1.根据图片或思维导图复述时，小组合作,内化所学。 2.自如地讲述自己的故事，小组合作,互相检查。 关键：1.创造真实语境，激发学生的思维和灵感。 2.角色扮演，小组合作，降低难度。 学情分析 学生对现在进行时掌握得很好，已能熟练地使用，但是偶尔会忘掉助动词 be。在 Unit 1 中已经见过 A bus was going along the street.这一过去进行时的句子。 听力技巧方面，大部分

3、学生有一定的听前预测能力和抓取关键信息的能力，但是图 片预测的能力不一定能抓住图片的细节和故事的逻辑。听前预测需提示，听后需进 行经验总结。而且复述能力和口语交际中自如的表达自己的观点的能力比较差，通 过角色扮演和小组合作等学生喜闻乐见的学习方式降低学习难度。任教的班级中， 一个班级特别喜欢表演，也很大方地展示。另一个班也很爱好表演，但有些扭捏， 需要教师充分调动。 教学方法 以情境法为主，利用网络等学习资源创造真实语境，激发学生的思维和灵感。 1.视听法：白板展示往届学生自制视频My hometown导入现在进行时，进而再 用昨晚上下雨的情境和图片导入过去时，营造英语学习氛围，调动学生快乐积

4、极参 与的情绪。 2.预测法和总结法：白板 PPT 展示图片推理预测故事情节，听后用一个词汇总结。 3.任务法：每一遍的听力都设置不同层次的任务。4.迁移法： ，播放往届学生讲自 己的故事的视频，鼓励学生讲述自己的故事，创造真实语境进行口语表达训练，并 落实在笔头上。 5.分层次法：根据白板 PPT 图片，思维导图或者段意分层次复述，内化所学，适合 不同层次的学生。听力有时加任务，满足不同层次学生的需求。 6.角色扮演法：学习听力和交际对话时，扮演角色扮演采访员。 7.情境法：根据图片，思维导图等情境自如地学习。 8.交际法：根据自身真实情况问答昨晚 7 点你再干什么。 9.小组合作法：复述或

5、者合作写自己的故事，互相检查。 教学过程 一.导入：课前播放My hometown视频，学生欣赏或跟着说，营造英语学习气氛 T:Hello，everybody. Look ，this is our hometown. Lets enjoy it. (Aims: 创设情境，激发学习兴趣) Ss:Watch the show. My hometown视频导入 T:Do you like Dandong? What do you think of it? S:Yes, I do T： So do I.Its very beautiful. But last night, it suddenly ra

6、ined heavily. Do you know “suddenly”? Whats the meaning？(PPT 图片导入过去进行时, 本想用图片上课前老师进来时学生在干什么的图片导入，但上课头一天晚上下雨的 情境与本课十分贴合，临时改动，下课留在写作文时用。 ） Ss:Yes. T:Yes,it means “突然”in Chinese. Read it three times. Ss:Read three times “suddenly” T:Do you know “heavily”? Read “heavily” three times. Ss: Read “heavily”t

7、hree times. 二.新授 T:Look, when the rain suddenly came,I was sleeping. Look, what is this? Yes.A bus was going along Zhonghua Road. 师板书“When the rain came, I was sleeping.” “A bus was going along Zhonghua Road.” (Aims:举学生在 Unit 1 中已经见过的 was going along the street,结合 上课头一天晚上下雨的情境让学生很容易就能推导出过去进行时的意义。训练学

8、生 的推理演绎能力) T:Whats the meaning of “was sleeping”? S: “正在睡觉” T:So, I was sleeping. What about you? What were you doing when the rain came? S1: I was sleeping,too. S2: I was doing my homework. T:Good.What were you doing when the rain came? 师在板书划线提问 B:“I was sleeping when the rain came.”并且板书 A:于标题前（提示学

9、生这是一问一答） T:This is the title of Unit 6 on Page 33.Do you know the meaning of “rainstorm”? Read three times. 三.1a 听力 1b 及 1c 听后口语训练 1.听前预测 T： Now. Look at 1a. Where was she? Match the pictures. Ss: Match the pictures. T: Do you get the answers? Show us. Ss: Yes.S1: Picture B I was in the library. T:

10、Who is right? Ss: Hands up. T: What was the TV reporter saying? Read together. Whats the meaning? Ss: Read together. T: Good. Please underline “at the time of”. Its the same as “when the rainstorm came” 2.听力： T: What were people doing in the book? Lets listen.Listen to the TV reporter and circle the

11、 correct answers. Ss:Listen for the first time. T：Finish or again? Ss:Again. T：OK，again. If you can,please try to tell us what he said. Ss:Listen for the second time. T: Check the answers ,ask S1-S4 to say the whole sentences one by one. S1-S4 to say the whole sentences one by one. 3.听后说： T:Read 1c

12、and try to role-play it or make a conversation like it. I like your own words. Ss: Practice the conversations. You will have one minute.(听后说加 强语言的内化和学生在新的语境或者真实情境中使用已学语言的能力。) T: Can you show us? Ss: Show 2 pairs. 四.听力 2a ,2b 及听后 2c 口语训练 1. 听力预测： 1. T:Turn to Page 34.Look at the pictures.What happene

13、d to the boy? Now try to number them. Look at the first picture, what was he doing when the car came? Look at the second picture, what was he doing? Look at the third, what was he doing? How about the last picture? Can you guess the order? You have one minute to think about it. Then show us why. Ss:

14、 Try to think. Then talk about it in a group. (通过图片竞猜预 测故事情节，培养逻辑思维能力，拓展思维，鼓励学生参与讨论，培养合作供应的 意识。) S1: I think S2: I think 2.听力： T: Great. Which is right? Lets listen. If you can, finish 2a and 2b at the same time. Ss: Listen for the first time. T：Finish or again? Ss: Again. T：OK，again. If you can,ple

15、ase try to tell us the key words of each picture . Ss:Listen for the second time. T: Check the answers by stopping at the key words. Then ask S1-S5 to say the whole sentences one by one. S1-S5 to say the whole sentences one by one. T: Can you tell us the key words of each picture?（进一步加深听力难度， 满足不同层次学

16、生的需求。 ） 师板书学生所言 key words S1:woke up late S2:missed the bus S3:rain heavily S4: car S5:eat at home T: Look at the key words and try to use them to retell the story. (Aims： 段意或图片式为写作做铺垫) 3.听后说： T: Look at 2c.Read together. Whats the meaning of “tell us what happened” and “suddenly”. Good. Read “tell

17、us what happened” Read “suddenly” three times. Try to role-play a TV reporter and a boy. You will have 2 minutes. Then show us. Begin. (听后说加强语言的内化和学生在新的语 境或者真实情境中使用已学语言的能力。) T: Can you show us? Ss: Show 2 pairs. 五. Role-play 2d 1. T: Read 2d and try to complete this table on the white board. You hav

18、e 2 minutes. (Aims 表格有利于学生迅速整体考虑文章的大意。) Ss: Try to complete this table. T: Check the answers, pay attention to “my”. T: What was Linda doing at 7:00? S1: T: What was Linda doing at 8:00? S2: T: What was Linda doing at 9:00? S3: 2.跟读：T: Lets try to imitate. （Aims：模仿地道的语音，注重语音训练。 如 called again 连读现象有利

19、于提高口语表达能力，培养学生的英语思维。 ） 3.Role-play: T: Now try to role-play. You will have 2 minutes. Then show us. Begin. T: Can you show us? Ss: Show 2 pairs. 4.Role-play with the video：T:Role-play without looking at the book.（与 video 同步角色扮演很有难度，因为 video 语速很快。所以一开始会给出字幕，练 习熟练之后，再去掉字幕。 ） T: Can you show us? Ss: Sh

20、ow 2 Ss. 5. 思维导图辅助复述： T: Look at the table.Now you are Linda. Try to tell your story to us.(Aims： 让学生把自己当成主人公，将自己的故事，为写作做铺垫) Ss: Retell in the group. 6. 真实情境应用： T: Ask your deskmate what she was doing at 7:00 last night. Ss: Ask in pairs.(Aims: 创造真实语境进行口语表达，让学生快乐参与进 来，训练学生认真倾听他人发言的良好人际交往能力。) T: Can

21、you show us? Ss: Show 2 pairs. T: 表扬学生的闪光点（尤其是加上礼貌用语的学生） 7. 关注语言点： T:1.heavily adv. 在很大程度上；大量地在很大程度上；大量地 e.g.e.g. ItIt waswas rainingraining heavily=hardheavily=hard. . 雨下得很大。雨下得很大。 2. suddenlysuddenlyadv.adv.突然；忽然突然；忽然 e.g.e.g. I I suddenlysuddenly foundfound thatthat I I didndidnt t taketake theth

22、e key.key. 我忽然发现没带钥匙。我忽然发现没带钥匙。 3.3. I I calledcalled atat sevenseven andand youyou didndidnt t pickpick up.(=pickup.(=pick upup thethe phone)phone) 接电话接电话 pickpick upup 还有以下含义：还有以下含义： A:A:拾起，抱起：拾起，抱起： egeg：把那书捡起来。：把那书捡起来。 PickPickthatthatbookbookupup B:B:搭载：他停车接我。搭载：他停车接我。 HeHe stoppedstoppedthethe

23、carcartotopickpickmemeup.up. 4.when and while： T: Read these two sentences and try to tell the differences. You have 2 minutes and you can talk about it. “When you called, I was taking a shower.” “ So while you were sleeping, I called Jenny.” Ss: Try to tell the differences. (结合情境训练学生推导句子的含义和词 汇 whe

24、n 和 while 的意义。训练学生的推理能力和独立思考能力，拓展思维，鼓励 学生参与讨论，培养合作共赢的意识。) T:总结：“当的时候”,如从句的动词为延续性的进行时态,则用 while 多于用 when。而 when 从句通常用瞬间性的动词。 六. 检测：写作： （Aims：将所学落实在笔头上，听写结合，达到学以致用，同时 加大难度，有能力的学生可以创新应用来将自己真实的故事，课堂时间有限，可以 在课后进一步完善自己的文章） T: Retell 2a or 2d. Or if you like, you can write your own story. (Aims: 分层次的写作为不同层

25、次的学生提供了展示自己才华的舞台，体现了分层次的教学 理念) For example, this is a true story. Lets listen to it together. (Aims: 例文激活学生的思维) Ss： Read the story on PPT and fill in the blanks. T: Do you understand it? Ss：Yes. T: Here is another one. “What were students doing at 7:00 this morning?” （结合漫画图片，创设情境，让学生有真实的思维可以表达，培养综合语

26、用能力。 ） Ss: Watch PPT. T: Try to write your own. Ss: Write. Groupwork： check the writing in your group. You have 2 minutes. (Aims:互查作文有利于学生语法的进步和语言的综合运用能力。) T: Can you show? S1: T: Show it on theprojector. 七小结：On Bb. 八.作业： 1. You must finish retelling 2d or 2a. 2. If you can, write your own story. 3. Finish the exercises. 板书： Unit5 A:What were you doing when the rainstorm came? B:“I was sleeping.”=at the time of the rainstorm 过去进行时：表示_ 构成_ 1.heavily 2.Suddenly 3.pick up：A：_ B: _C: _ 4. When 从句是_ While 从句是_ 教学反思 写作将所学落实在笔头上，听写结合，达到学以致用。如果是电子书包上课能 实时上传更多的文章与学生共同分享，欣赏，纠错，就更好了。