人教版八下-Unit 5 what were you doing when the rainstorm came -Section B 2a—3b Self check-ppt课件-(含教案+视频+素材)-市级优课-(编号：82674).zip

Section B 2a-2c Unit5 What were you doing when the rainstorm came? shout climb What were they doing when you saw them? jump Review: Look at the picture and talk about what they were doing when Wenchuan earthquake happened. What was/were sb. doing when Wenchuan earthquake happened? Sandy Twin brothers Sammy father mother dog Last night, I went to my family members rooms. Please guess! What were they doing when I arrived? nWhat was he doing when I arrived? n He was sweeping the floor. n She was folding the clothes. She was talking on the phone. n She was making the bed. 马丁.路德.金（1929年1月15日 1968年4 月4日),著名的美国民权运动领袖。1948年大 学毕业。1948 年到1951年间，在美国东海岸 的费城继续深造。1963年,马丁路德金 晋见 了肯尼迪总统，要求通过新的民权法，给黑 人以平等的权利。 1963年8月28 日在林肯纪念堂前发表 我有 一个梦想的演说。1964年获得诺贝尔和平 奖。1968年4月， 马丁.路德.金前往孟菲斯市 领导工人 罢工被人刺杀，年仅39岁。1986年 起美国政府将每年1月的第三个星期 一作为 马丁.路德.金全国纪念日。 Do you know the world-famous speech I Have a Dream? It is given by Martin Luther King. Now lets enjoy it: Do you know the “9.11” event that shocked the world? Now lets see the real scene of “9.11”: 世界贸易中心(World Trade Center) 简称“ 世贸中心”，是一个由两座并立的塔式摩 天楼(被称作“双子塔”)、四座办公楼和 一座旅馆组成的建筑群，主体于1973年 建成使用，曾以世界最高的双子塔闻名 于世，是美国纽约的地标之一。2001年9 月11日，世贸中心被恐怖分子用所劫持 的民航班机撞毁，这就是举世震惊的 “911事件”。 Read the passage quickly, and choose two pictures it refers to（涉及）? AB D C Dr. Martin Luther KingWorld Trade Center Divide（划分）this passage into two parts. Part 1 Part 2 Paragraph 1-2 Paragraph 3-4 Part 1 E vent D ate Gener al meaning （段意） Dr.Martin Luther King was killed April 4, 1968 People often remember what they were doing when they heard the news of important events in history. Sometimes the first sentence of the paragraph can help you understand the passage well. Scan(浏览) Part 1 and finish the chart. Read Part 1 carefully, and answer the following questions. 1. Where was Dr. Martin Luther King killed? 2. What was Robert Allen doing at that time? 3. How did Robert know the news? 4. How did Roberts parents feel when they heard the news? He was killed in America. He was eating dinner in the kitchen with his parents. He heard the news on the radio. They were completely shocked. Scan(浏览) Part 2 and finish the chart. Part 2 E vent D ate Gener al meanin g（段意 ） The World Trade Center in New York was taken down by terrorists. September 11, 2001 More recently, most Americans remember what they were doing when the World Trade Center in New York was taken down by terrorists. Read Part 2 carefully, and answer the following questions. 1. Where did “911” happen? 2. What was Kate doing when the World Trade Center was taken down? 3. How did Kate Smith feel when she heard the news? It happened in New York. She was working in her office near the two towers. She didnt believe it at first. Then she realized it was true and was so scared. Read the whole passage again. Are the following statements true (T) or false (F)， or is the information not given (NG)? F F T 1. Some people in America remember who killed Dr. King. 1. Everyone in America remembers who killed Dr. King. 2. Robert Allen was eating lunch when Dr. King was killed. 3. Roberts parents were shocked to hear the news. 2. Robert Allen was eating dinner when Dr. King was killed. 4. Kate Smith was watching a movie when a plane hit the World Trade Center. F T 5. Kate didnt think her friend was telling the truth about the event. 4. Kate Smith was working in her office when a plane hit the World Trade Center. What does the writer want to tell us through this passage? love peace(和平) help each other Make a conversation. Ask your partners in your group what they were doing when sth. happened? 1. Retell the two events to your partner after class. 2. Write another event you remember well. 1 Unit5 What were you doing when the rainstorm came? Section B(2a2c) 一、教材内容分析 本课时为 Section B2a-2c 的内容，它是在前三个课时的听说的基础上，要求结合阅读训练， 来继续学习过去进行的用法，强调语言的综合运用能力。本课是有关领袖马丁路德金被杀 事件和 9.11 事件发生时，人们回忆当时正在发生的动作的一篇文章，要求学生在读懂文章 的同时，掌握一定的阅读技巧，并且灵活使用过去进行时。 二、教学目标 （一）知识目标： 1. 学习并掌握下列单词：passage, pupil, shocked, completely, silence, in silence, take down, terrorist, date, tower, at first, truth 2. 能正确使用以下常用表达: in silence, take down 3. 能熟练掌握并使用下列重点句式： 1）Dr. Martin Luther King was killed. 2）We were eating dinner in the kitchen when we heard the news on the radio. 3) We finished the rest of our dinner in silence. 4) Most Americans remember what they were doing when World Trade Center in New York was taken down by terrorist. 4. 学会过去进行时态的构成和用法。 （二）能力目标： 通过阅读训练，学会运用过去进行时态，谈论过去的事情或讲述过去的故事。 （三）情感态度： 通过本课的学习，培养学生崇尚自由民主、热爱和平的意识。 三、教学重难点 重点 ：理解文章，完成各项阅读任务，正确使用过去进行时态，谈论过去的事情或讲述过 去的故事。 难点 ：灵活使用过去进行时态，谈论过去的事情或讲述过去的故事。 四、学情分析 在前三课时的听说读的训练中，学生基本上理解了过去进行时的用法。但是如何运用这一 时态来谈论过去的事，这种综合语言的应用能力是学生极度欠缺的。通过文章的学习，学 生在理解感悟的基础上进行模仿，综合运用目标语言是本课的难点。但是，现阶段的学生 由于语言环境的欠缺，英语学习兴趣的下降，阅读理解能力的薄弱，导致他们在阅读课上 提不起兴趣，甚至是畏惧。如何为学生营造一个轻松的阅读语言环境，激发学生的阅读欲 望，增强学生综合语言运用能力是本节课的主要目标。 五、教法选择,学法指导,资源准备 教法选择：利用问题或表格诱导阅读法,多媒体手段。 学法指导：带着问题阅读文章；小组合作探讨难点知识。 资源准备：多媒体课件 六、教学过程 Step1. Warming-up and revision. 1.Daily greetings to the students.Ss answer the questions. 简单的问候，拉近与学生的距离 2 2.Show some pictures and review “what were you doing?” 3. Free talk: Look at the picture and talk about what they were doing when Wenchuan earthquake happened. 4.Guessing game. Step2 Leading-in“导入新课” 1.Look at the pictures and watch two videos. What do you think the passage is about? What were you doing when Dr. Martin Luther King was killed? What were you doing when World Trade Center in New York was taken down by terrorist? 设计意图：1.学生依次带着疑问观看图片和视频。 2.对教师呈现的事件进行记者式提问。 3:教师预设性关键词： where, when, who, why 4.图片的呈现，给予学生视觉的冲击，情感上的波动，思维上的高度集中，从而与老师产 生共鸣: 5.视频的设计，清晰直观的方式解决了学生的疑问，帮助学生了解阅读背景知识。 6.借助图片，视频，教师的渲染，这三个层面的预热。阅读的必要性迫在眉睫，好奇心的 趋势之下，化被动为主动，无形中激起学生的阅读欲望。 Step3 Reading 1.速读(Fast Reading) Divide the passage into two parts. Read the passage quickly and find the answers to the questions，and then complete the chart. (1) What are the two events in the passage? One is about Dr. Martin Luther King was killed, and the other is about World Trade Center in New York was taken down by terrorist. (2) When did they happen? On April 4, 1968 and September 11, 2001 2. 精读 (Intensive Reading) Read the passage carefully and judge the following information. T stands for true, F for false and NG for not given. (2c) 1.F 2.F 3.T 4.F 5.T 设计意图：1.让学生带着他们的问题，对文章的浏览，判断那些信息是他们能够获得的。 2.对于能够获得的信息通过问题与表格进行段落归类。 3.以略读的形式，带着心中的疑问去整体感知文章大意，获取想要的答案。同时，通过明 确段落大意任务要求，培养了学生提炼关键词的阅读能力。 Step4 Discussion: What does the writer want to tell us through this passage? Love, peace or helping each other? Step5Group work Make a conversation. Ask your partners in your group what they were doing when sth. happened? 各组成员在组长的组织下完成情景剧表演，可适当发挥！ 要求：角色分明，要敢于表演，语言清晰流利，声音洪亮。 设计意图：1.加深学生对课文的理解，培养学生的提问能力，发展学生的口语表达能力， 提高学生的思考能力。 2.激发学生的学习热情和学习兴趣，给学生提供了语言运用的情境，使学生在实际运用中 巩固所学知识。学生在扮演角色的过程中学习积极性被调动起来，并且有足够的空间发挥 3 和创造。 3.情感教育，让学生在练习目标语言的同时,感知自由民主、热爱和平的重要性。 Step6 Homework 1. Retell the two events to your partner after class. 2. Write another event you remember well. 教学反思 整个教学过程围绕“读”这一实践活动，以“练”这条主线贯穿于课文阅读教学中，始终以 学生为主体，教师为指导，自始自终，有输入，有反馈。由浅入深，全面培养学生听、说、 读、写四方面的能力，尤其是阅读能力。 优点： 1.目标引领、有针对性，体现了本节课的知识、能力和情感目标。 2. 师生互动较好，教学环节环环相扣，课堂生成顺畅自然。 3.巧妙而恰当的导入先声夺人，自然的引出话题，激发学生阅读兴趣和求知欲望，激活和 提供了必要的背景知识；为进一步阅读解决了理解上的阅读障碍, 使学生在心理上和知识 上做好阅读的必要准备。 4.预测性问题的设置造成悬念，将学生带入情景，活跃了课堂气氛,激发了学生的进一步 阅读的愿望。 5.在阅读教学中引入表格，这一形式不但能帮助学生更好的理解课文，更能帮助学生理清 写作文章的结构，将阅读和写作有机的结合在一起。 6.让学生带着问题略读文章,找出文章的大意; 然后让学生带着问题细读段落,找出文章细节。 这些策略有利于学生逐渐提高寻找大意和细节的能力。 不 足：教学过程显示，学生思维敏捷，超过预期，老师对学生思维能力把握还过于保守， 教师对学生的思维能力预估偏低。教师应更加充分地接触学生、了解学生的思维能力，更 好地设计更有挑战性的问题。 总之，对学生进行语言教学任重道远。我们要在实践中不断探索，以丰富多彩的“形”式来 点缀、深化英语知识的“神”采，把孩子们带到一个原汁原味的英语境界中，不断激发其学 习兴趣，让课堂充满活力、充满情趣，让学生们学起来有滋有味，轻松自如。