八下Unit5 三課時(shí)教學(xué)設(shè)計(jì)

課時(shí)教學(xué)設(shè)計(jì)首頁(yè)授課時(shí)間：2022年月日課題Unit5Whatwereyoudoingwhentherainstormcame?SectionA(GF4c)班級(jí)備課教師課型語(yǔ)法課課時(shí)3核心素養(yǎng)與思政滲透本課主要學(xué)習(xí)過(guò)去進(jìn)行時(shí)的用法。學(xué)生需要掌握在含有該時(shí)態(tài)的句子中如何使用when和while引導(dǎo)時(shí)間狀語(yǔ)從句，并能用過(guò)去進(jìn)行時(shí)進(jìn)行提問(wèn)和回答。新的時(shí)態(tài)和語(yǔ)言知識(shí)的呈現(xiàn)和學(xué)習(xí)都用從語(yǔ)言使用的角度出發(fā)，通過(guò)創(chuàng)設(shè)具體語(yǔ)境并采用循序漸進(jìn)的語(yǔ)言實(shí)踐活動(dòng)，為學(xué)生提升“用英語(yǔ)做事情”的能力服務(wù)，這對(duì)學(xué)生素養(yǎng)的形成會(huì)起到積極的促進(jìn)作用。課標(biāo)分析課標(biāo)要求八年級(jí)學(xué)生能有明確的學(xué)習(xí)需要和目標(biāo)，對(duì)英語(yǔ)學(xué)習(xí)表現(xiàn)出較強(qiáng)的自信心。理解情態(tài)動(dòng)詞的功能意義并能在特點(diǎn)語(yǔ)境中使用；了解常用語(yǔ)言形式的基本結(jié)構(gòu)和常用表意功能；理解并運(yùn)用恰當(dāng)?shù)恼Z(yǔ)言形式描述具體事件和具體行為的發(fā)生、發(fā)展過(guò)程。教學(xué)目標(biāo)語(yǔ)言能力能夠在多種語(yǔ)境中正確理解和使用when和while引導(dǎo)的時(shí)間狀語(yǔ)從句，通過(guò)過(guò)去進(jìn)行時(shí)表達(dá)過(guò)去發(fā)生的事情；文化品格能夠通過(guò)對(duì)比分析，注意到中英語(yǔ)言時(shí)間狀語(yǔ)的表達(dá)差異；思維品質(zhì)能夠在老師的引導(dǎo)下，通過(guò)觀察、討論、歸納等課堂活動(dòng)，探究when和while引導(dǎo)狀語(yǔ)從句的語(yǔ)言規(guī)律，提高思維的邏輯性和深刻性，加強(qiáng)語(yǔ)言表達(dá)的準(zhǔn)確性；學(xué)習(xí)能力能夠通過(guò)對(duì)when和while引導(dǎo)的時(shí)間狀語(yǔ)從句語(yǔ)言規(guī)律的探究，保持英語(yǔ)學(xué)習(xí)興趣；通過(guò)小組合作，提升團(tuán)隊(duì)協(xié)作能力。教材內(nèi)容分析本課是一節(jié)語(yǔ)法課。GrammarFocus的表格中列出了本單元使用過(guò)去進(jìn)行時(shí)的典型例句。4a是一個(gè)結(jié)構(gòu)練習(xí)，主要讓學(xué)生通過(guò)造句注意到when和while在引導(dǎo)狀語(yǔ)從句時(shí)的區(qū)別。4b是一個(gè)語(yǔ)篇類的填空練習(xí)，通過(guò)第一人稱講述一個(gè)發(fā)生在過(guò)去的車禍。4c是筆頭口頭相結(jié)合的綜合活動(dòng)，通過(guò)制作表格前的詢問(wèn)讓學(xué)生使用過(guò)去進(jìn)行時(shí)進(jìn)行交流。重點(diǎn)掌握本部分出現(xiàn)的生詞和詞組，達(dá)到熟練運(yùn)用的目標(biāo)；正確理解和使用過(guò)去進(jìn)行時(shí)的結(jié)構(gòu)與表意功能；難點(diǎn)理解和掌握when和while的用法與區(qū)別。學(xué)情分析學(xué)生在七年級(jí)下冊(cè)學(xué)習(xí)過(guò)現(xiàn)在進(jìn)行時(shí)，這會(huì)對(duì)學(xué)生學(xué)習(xí)過(guò)去進(jìn)行時(shí)有一定的幫助，但學(xué)生在口頭和筆頭表達(dá)的時(shí)候經(jīng)常忘記be動(dòng)詞或者忘了在動(dòng)詞后面加ing形式，所以對(duì)于基礎(chǔ)比較薄弱的學(xué)生，教師有可能需要從現(xiàn)在進(jìn)行時(shí)入手，引導(dǎo)學(xué)生過(guò)渡到過(guò)去進(jìn)行時(shí)的學(xué)習(xí)，并復(fù)習(xí)現(xiàn)在分詞的構(gòu)成。第頁(yè)教學(xué)流程設(shè)計(jì)教學(xué)過(guò)程設(shè)計(jì)意圖學(xué)生活動(dòng)教師導(dǎo)學(xué)Step1.Revision.Sa:Whatwas/were...doingat6:00yesterdayevening?Sb:I/He/Shewas/Theywere...Step2Grammarfocus.1.Continuoustenses.ReadthesentencesinGrammarFocustogetherandmakeasummaryaboutthecontinuoustenses.Trytotellthedifferencesbetweenthepresentcontinuoustenseandthepastcontinuoustense.2.When&while.ReadthesentencesinGrammarFocusagainandfindouttheconjunctions"when”and“while”andtheverbsafterthem.DosomeexercisesandhaveasummarywithT’shelp.Step3.Practice.Workon4a.Observetheverbsinthechartandtellthedifferencebetweentheonesontheleftandontheright.Ss:Yes,itcanlastforsometime.Ss:No,ithappensonlyonce.Writesentenceswithbothwhileandwhen.SomeSswritetheirsentencesonBb.Thenchecktheiranswers.Workon4b.Fillintheblankswith“was”,“were”,“when”or“while”.Sa:Whatwasthewriterdoingwhilehisbrotherwaslisteningtotheradio?Sb:Hewasmakinghisbreakfast.Workon4c.Sa:Whatwereyoudoingatnineo’clocklastSundaymorning?Sb:Iwassleeping.Howaboutyou?Sa:…Step4.Conclusion.AskSstoworkwiththeirpartnersandaskandanswerwiththehelpofthepictures.GuideSstoobservethesentencesandsumuptheusagesofthepastcontinuoustense.AskSstocircletheconjunctionsandunderlinetheverbsafterthem.ThenguideSstoanalyzetheirdifferentusages.LetSslookatthetableandguidethemtodividetheverbsintotwotypes.T:Can“takephotos”continueforsometime?T:Can“buyadrink”lastforalongtime?AskSstomakesentencesliketheexample.Walkaroundtheclassroomtogivehelpifnecessary.AskSstopletethepassage.Walkaroundtheclassroomtogivehelpifnecessary.Checkanswers.LetSsworkinpairsandaskandanswerquestionsaccordingtothepassage.Invitesomepairstoshowtheirconversations.T:WhatwereyoudoingatthesetimeslastSunday?AskSstofillinthechartandmakeconversationsinpairs.檢測(cè)學(xué)生對(duì)前面課時(shí)內(nèi)容掌握的熟練程度，激活舊知，并引導(dǎo)學(xué)生逐漸注意語(yǔ)言的準(zhǔn)確性。指導(dǎo)學(xué)生仔細(xì)觀察例句并引導(dǎo)他們嘗試發(fā)現(xiàn)并歸納出過(guò)去進(jìn)行時(shí)態(tài)的構(gòu)成特點(diǎn)和基本用法，并與已學(xué)的現(xiàn)在進(jìn)行時(shí)進(jìn)行對(duì)比分析。指導(dǎo)學(xué)生再次觀察例句并引導(dǎo)他們發(fā)現(xiàn)并對(duì)比探究when和while的不同用法。老師加以適當(dāng)補(bǔ)充，以加強(qiáng)學(xué)生的理解和記憶。在學(xué)生對(duì)when和while、延續(xù)性與非延續(xù)性動(dòng)詞有了一些理解之后，讓他們獨(dú)立完成4a。在核對(duì)答案和點(diǎn)評(píng)的環(huán)節(jié)，繼續(xù)通過(guò)提問(wèn)鞏固學(xué)生對(duì)語(yǔ)法知識(shí)的理解。完成填空，大聲朗讀短文，在語(yǔ)篇情境中再次感受when，while的實(shí)際運(yùn)用。基于語(yǔ)篇，鼓勵(lì)學(xué)生再次對(duì)話，既鍛煉口語(yǔ)表達(dá)能力，又有助于知識(shí)的靈活運(yùn)用。這是一個(gè)開放性較強(qiáng)的口語(yǔ)交際活動(dòng)，要求學(xué)生靈活運(yùn)用所學(xué)句型自編對(duì)話，詢問(wèn)并表達(dá)他人和自己在過(guò)去某個(gè)時(shí)間在做的事情，并鼓勵(lì)創(chuàng)造性地表達(dá)。課時(shí)達(dá)標(biāo)檢測(cè)Ⅰ.短語(yǔ)積累1.makedinner2.照相3.打開收音機(jī)4.talkabout5.rightaway6.看一看7.becauseof8.做作業(yè)Ⅱ.用所給單詞的適當(dāng)形式填空。luck,hit,ice,kid,shape9.Theroadswerebecauseoftheheavysnow.10.theydidn'tgethurtinthefire.11.Heisjust.Don'ttakeittooseriously.12.Thebuswasinbadaftertheaccident.13.Thebusabigtreebutnoonewasinjure.Ⅲ.用括號(hào)內(nèi)所給動(dòng)詞的適當(dāng)形式填空。14.Mygrandma(cook)breakfastwhileI(wash)myfacethismorning.15.It(rain)heavilywhenIlefttheschool.16.Bob(listen)totheradiowhilehissisterwascleaning.17.They(have)ameetingatthreelastFridayafternoon.18.What(do)Ann(do)whentheshowbegan?She(sleep)inherroom.IV.按要求完成下列句子，每空一詞。19.Heplayscardseveryevening.(用lasteightlastnight替換everyevening改寫句子)Hecardsateightlastnight.20.Shewasmakingdinnerwhenherbothercameback.(對(duì)畫線部分提問(wèn))shewhenherbrothercameback?21.Lindawascleaningthekitchenatthetimeofthestrongwind.(改為否定句)Lindakitchenatthetimeofthestrongwind.22.Theywerewatchingaedyatfouro’clockyesterdayafternoon.(改為一般疑問(wèn)句)theyaedyatfouro’clockyesterdayafternoon?23.Washisfatherreadingamagazineatthattime?(補(bǔ)全答語(yǔ))No,.第頁(yè)課時(shí)教學(xué)設(shè)計(jì)尾頁(yè)