初中英語(yǔ)人教版八年級(jí)下冊(cè)What were you doing .docx

What were you doing when the rainstorm came?課時(shí)Period3教學(xué)對(duì)象八年級(jí)學(xué)生一、教材內(nèi)容分析本課時(shí)為Section A3a-3c的內(nèi)容，它是在前兩個(gè)課時(shí)的聽(tīng)說(shuō)的基礎(chǔ)上，要求結(jié)合閱讀訓(xùn)練，來(lái)繼續(xù)學(xué)習(xí)過(guò)去進(jìn)行的用法，強(qiáng)調(diào)語(yǔ)言的綜合運(yùn)用能力。本課是有關(guān)暴風(fēng)雨事件一篇文章，要求學(xué)生在讀懂文章的同時(shí)，掌握一定的閱讀技巧，并且靈活使用過(guò)去進(jìn)行時(shí)。二、教學(xué)目標(biāo)（一）知識(shí)目標(biāo)：1. 學(xué)習(xí)并掌握下列單詞：storm, wind, light, report, area, wood, window, flashlight, match, beat, against, asleep, rise, fallen, apart 2. 能正確使用以下常用表達(dá)with a serious storm happening outside, make sure, fall asleep, die down, in a mess, clean up 3. 能熟練掌握并使用下列重點(diǎn)句式：1）Black clouds were making the sky very dark. 2）With no light outside, it felt like midnight. 3) It was hard to have fun with a serious storm happening outside.4. 學(xué)會(huì)過(guò)去進(jìn)行時(shí)態(tài)的構(gòu)成和用法。（二）能力目標(biāo)：通過(guò)閱讀訓(xùn)練，學(xué)會(huì)運(yùn)用過(guò)去進(jìn)行時(shí)態(tài)，談?wù)撨^(guò)去的事情。（三）情感態(tài)度：通過(guò)本課的學(xué)習(xí)，培養(yǎng)學(xué)生在困難面前互幫互助的優(yōu)良品質(zhì)。三、教學(xué)重難點(diǎn)重點(diǎn) ：理解文章，完成各項(xiàng)閱讀任務(wù)，學(xué)會(huì)用過(guò)去進(jìn)行時(shí)談?wù)撨^(guò)去的事情。難點(diǎn) ：靈活使用過(guò)去進(jìn)行時(shí)態(tài)，談?wù)撨^(guò)去的事情。四、學(xué)情分析在前兩課時(shí)的聽(tīng)說(shuō)讀的訓(xùn)練中，學(xué)生基本上理解了過(guò)去進(jìn)行時(shí)的用法。但是如何運(yùn)用這一時(shí)態(tài)來(lái)談?wù)撨^(guò)去的事，這種綜合語(yǔ)言的應(yīng)用能力是學(xué)生極度欠缺的。通過(guò)文章的學(xué)習(xí)，學(xué)生在理解感悟的基礎(chǔ)上進(jìn)行模仿，綜合運(yùn)用目標(biāo)語(yǔ)言是本課的難點(diǎn)。但是，現(xiàn)階段的學(xué)生由于語(yǔ)言環(huán)境的欠缺，英語(yǔ)學(xué)習(xí)興趣的下降，閱讀理解能力的薄弱，導(dǎo)致他們?cè)陂喿x課上提不起興趣，甚至是畏懼。如何為學(xué)生營(yíng)造一個(gè)輕松的閱讀語(yǔ)言環(huán)境，激發(fā)學(xué)生的閱讀欲望，增強(qiáng)學(xué)生綜合語(yǔ)言運(yùn)用能力是本節(jié)課的主要目標(biāo)。五、教法選擇,學(xué)法指導(dǎo),資源準(zhǔn)備教法選擇：利用問(wèn)題或表格誘導(dǎo)閱讀法,多媒體手段，自制教具。學(xué)法指導(dǎo)：帶著問(wèn)題閱讀文章；小組合作探討難點(diǎn)知識(shí)，思維導(dǎo)圖法。資源準(zhǔn)備：多媒體課件六、教學(xué)過(guò)程教學(xué)任務(wù)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Step1. Warming-up1.Daily greetings to the students Ss answer the questions.簡(jiǎn)單的問(wèn)候，拉近與學(xué)生的距離 Step2Lead-in1.展示幾張暴風(fēng)雨過(guò)后，一片狼藉的景象圖片。詢問(wèn)學(xué)生：.What happened ?2.播放一段暴風(fēng)雨來(lái)臨的視頻引出事件：A rainstorm happened in this area.3詢問(wèn)學(xué)生：.What do you want to know about this event?4.將學(xué)生的問(wèn)題關(guān)鍵詞以卡片的形式粘貼在黑板上。 1.學(xué)生依次帶著疑問(wèn)觀看圖片和視頻。2.對(duì)教師呈現(xiàn)的暴風(fēng)雨事件進(jìn)行記者式提問(wèn)。PS:教師預(yù)設(shè)性關(guān)鍵詞：where, when, who, why 1.圖片的呈現(xiàn)，給予學(xué)生視覺(jué)的沖擊，情感上的波動(dòng)，思維上的高度集中，從而與老師產(chǎn)生共鳴:What happened？2.視頻的設(shè)計(jì)，一是清晰直觀的方式解決了學(xué)生的疑問(wèn)。二是讓學(xué)生了解暴風(fēng)雨這一自然現(xiàn)象及其威力，幫助學(xué)生了解閱讀背景知識(shí)。3.借助圖片，視頻，教師的渲染，這三個(gè)層面的預(yù)熱。閱讀的必要性迫在眉睫，好奇心的趨勢(shì)之下，化被動(dòng)為主動(dòng)，無(wú)形中激起學(xué)生的閱讀欲望。 Step3Skim and listen to the passage1.讓學(xué)生帶著他們的問(wèn)題，對(duì)文章的瀏覽，判斷那些信息是他們能夠獲得的。即.What can you get from the passage? 2.對(duì)于能夠獲得的信息通過(guò)跟讀錄音機(jī)進(jìn)行段落歸類。即：What is the main idea of each paragraph? 1.Skim the passage And choose the answers from the blackboard.2.Listen to thepassage and makesure the main ideaof each paragraph. 1.以略讀的形式，帶著心中的疑問(wèn)去整體感知文章大意，獲取想要的答案。同時(shí)，通過(guò)明確段落大意任務(wù)要求，培養(yǎng)了學(xué)生提煉關(guān)鍵詞的閱讀能力。2.設(shè)置跟讀錄音環(huán)節(jié)，一是給學(xué)生一個(gè)純正語(yǔ)言輸入，讓學(xué)生感知英語(yǔ)語(yǔ)言的魅力。二是讓學(xué)生重視讀的重要性，明確讀的標(biāo)準(zhǔn)，跟上讀的語(yǔ)速。 Step4 Read para.1by themselves1.Bring two questionsWhere did the rainstorm happen?What was the weather like before the heavy storm started?2.Check the answersRead para.1By themselvesAnd circle the answers依次精讀四個(gè)段落。讀的形式不一樣，任務(wù)的設(shè)置不一樣。目的卻是一樣。即：1.通過(guò)讓學(xué)生進(jìn)一步細(xì)讀每一段內(nèi)容，深刻了解文章的內(nèi)容，抓細(xì)節(jié)。閱讀設(shè)計(jì)了層層遞進(jìn)的問(wèn)題，遵循學(xué)生的認(rèn)知規(guī)律，培養(yǎng)了學(xué)生抓細(xì)節(jié)的能力。2.不同形式的讀避免了閱讀的單一與枯燥。尤其是小組內(nèi)讀，充分調(diào)動(dòng)起學(xué)生的積極性,發(fā)揮了小組作用。3.以問(wèn)帶讀，體現(xiàn)了讀的目的性。4.讀后語(yǔ)言點(diǎn)滲透強(qiáng)化，讓學(xué)生讀有所獲。Step5 Read para.2together1.Ask:What did they need?2.Check the answers with pictures on PPT1. Read para .2togetherAnd find the answers Step6Read para2.3fastRead and fill in the chart.WhoWhat was he/she doing?Read para2.3And underline the answers Step7Read para.4 in groups1.Read in groups and think of two questions.What was the neighborhood like ?What did they do together?PS. Rules of reading in groups1.Remember the two questions.2.Follow the group leader to read.3.Read together in group.4.Share or discuss the questions in group2.Ask a group of students to read. The other students think:What do people learn from the big event? 1.學(xué)生們按照組內(nèi)讀的規(guī)則完成任務(wù)。2.當(dāng)一組同學(xué)展示的時(shí)候，其他成員思考：What do people learn from the big event? Step8 Summary !Close your book and fill in the blanksThere was a heavy _in Alabama .When the news on TV was _,strong winds _ outside.Bens family was busy at that time. Dad _pieces of wood over the windows _ mom was making sure the flashlights and radio were working. Ben _ his mom make dinner when the rain beat heavily _ the windows. He finally _ when the wind was _ down. When he woke up, the sun . Everything was_. They joined the neighbors to help_ the neighborhood together. Although the storm _ many things _, it _ people closer_.學(xué)生借助黑板上的思維導(dǎo)圖及板書的關(guān)鍵信息，獨(dú)立完成該項(xiàng)任務(wù)。設(shè)置語(yǔ)篇填空考查學(xué)生對(duì)課文內(nèi)容的理解和語(yǔ)言形式的運(yùn)用。基于課文的語(yǔ)篇填空既可以增強(qiáng)學(xué)生對(duì)課文的理解，又可以加強(qiáng)他們對(duì)詞匯的認(rèn)知、理解和運(yùn)用。 Step9Group work 角色扮演Reporter: Hello! Everyone! I am a reporter from CCTV Reporter: Hi, Ben! What was the weather like before the storm came？Ben: Reporter: What were you doing at that time?Ben: Bens dad: Bens mom: Neighbor: .Reporter: Oh! I am happy to hear that! Although it broke many things apart ,it brought families and neighbors closer together. 各組成員在組長(zhǎng)的組織下完成情景劇表演，可適當(dāng)發(fā)揮！要求：1. 角色分明要敢于表演語(yǔ)言清晰流利聲音洪亮。1.加深學(xué)生對(duì)課文的理解，培養(yǎng)學(xué)生的提問(wèn)能力，發(fā)展學(xué)生的口語(yǔ)表達(dá)能力，提高學(xué)生的思考能力。2.激發(fā)學(xué)生的學(xué)習(xí)熱情和學(xué)習(xí)興趣，給學(xué)生提供了語(yǔ)言運(yùn)用的情境，使學(xué)生在實(shí)際運(yùn)用中鞏固所學(xué)知識(shí)。學(xué)生在扮演角色的過(guò)程中學(xué)習(xí)積極性被調(diào)動(dòng)起來(lái)，并且有足夠的空間發(fā)揮和創(chuàng)造。3.情感教育，讓學(xué)生在練習(xí)目標(biāo)語(yǔ)言的同時(shí)感知互幫互助的重要性，并學(xué)會(huì)如何去幫助他人。Step10HomeworkRetell the story to your English teacher, classmates or parents. 學(xué)生參考教師板書的思維導(dǎo)圖，自由選擇講故事對(duì)象。1.加深學(xué)生對(duì)語(yǔ)言材料的理解、鞏固和積累，提高學(xué)生的思維能力以及系統(tǒng)、連貫的言語(yǔ)能力。2.分享展示學(xué)習(xí)成果。七板書設(shè)計(jì) Unit 5 What were you doing when the rainstorm came?Section A 3a3crainstorm where Alabama weather dark need flashlight matches candles put over the windows who activities Bens dad put over the windows Bens mom make sure Ben help make dinner after the storm in a messspirit brokeapart brought closer together八教學(xué)反思 整個(gè)教學(xué)過(guò)程圍繞“讀”這一實(shí)踐活動(dòng)，以“練”這條主線貫穿于課文閱讀教學(xué)中，始終以學(xué)生為主體，教師為指導(dǎo)，自始自終，有輸入，有反饋。由淺入深，全面培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫四方面的能力，尤其是閱讀能力。優(yōu)點(diǎn)：1.目標(biāo)引領(lǐng)、有針對(duì)性，體現(xiàn)了本節(jié)課的知識(shí)、能力和情感目標(biāo)。2. 師生互動(dòng)較好，教學(xué)環(huán)節(jié)環(huán)環(huán)相扣，課堂生成順暢自然。3.巧妙而恰當(dāng)?shù)膶?dǎo)入先聲奪人，自然的引出話題，激發(fā)學(xué)生閱讀興趣和求知欲望，激活和提供了必要的背景知識(shí)；為進(jìn)一步閱讀解決了理解上的閱讀障礙, 使學(xué)生在心理上和知識(shí)上做好閱讀的必要準(zhǔn)備。4.預(yù)測(cè)性問(wèn)題的設(shè)置造成懸念，將學(xué)生帶入情景，活躍了課堂氣氛,激發(fā)了學(xué)生的進(jìn)一步閱讀的愿望。5.在閱讀教學(xué)中引入思維導(dǎo)圖，這一形式不但能幫助學(xué)生更好的理解課文，更能幫助學(xué)生理清寫作文章的結(jié)構(gòu)，將閱讀和寫作有機(jī)的結(jié)合在一起。