初中英語(yǔ)-Unit5 Section A1a教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

PAGE4PAGE八年級(jí)Unit5Whatwereyoudoingwhentherainstormcame?SectionA1a-2dⅠTeachingandlearningGoals:一、功能（Functions）能講述過(guò)去發(fā)生的事情（Talkaboutpastevents)二、詞匯和常用表達(dá)(words&expressions)1.能正確使用連詞when和while（Conjunctionswhenandwhile）2.能恰當(dāng)運(yùn)用過(guò)去進(jìn)行時(shí)結(jié)構(gòu)進(jìn)行提問(wèn)和敘述(Questionsandstatementswiththepastprogressivetense)ⅡTeachingandlearningsteps:Step1Pre-listeningactivities一.Previewtest1.Writethemdownwithoutlookingatyourbook.單詞拼寫和詞組默寫1.暴風(fēng)雨(n.) ______________2.鬧鐘(n.) ______________3.突然;忽然(adv.) ______________4.begin(v.)→ __________(過(guò)去式)5.heavy(v.)→ __________(adv.)在很大程度上;大量地6.在……的時(shí)候 ______________7.洗個(gè)熱水澡 ______________8.(鬧鐘)發(fā)出響聲 ______________9.醒來(lái) ______________10.尋找 ______________11.等待 ______________Ask2studentstowritethemdownontheblackboard.2.Checkthepreview.T:Boysandgirls!Letmecheckyourpreview.Readthemeachonethreetimes.（設(shè)計(jì)意圖：通過(guò)預(yù)習(xí)檢測(cè)，檢查學(xué)生預(yù)習(xí)情況，并為接下來(lái)的對(duì)話練習(xí)奠定基礎(chǔ)。）二.Warmupandleadin1.Showthepicturetostudents.Askandanswerwiththestudents.3:00p.m.lastSundayT:Doyouknowher?Ss:YOU!.T:Lookatthetimeunderthepicture.Itookitat3:00p.m.lastSunday.WhatwasIdoingatthattime?Ss:Youwerereading.T:Yes,Iwasreadingabookwhentherainstormcame.ThenIwanttohaveaninterview.Whatwereyoudoingwhentherainstormcame?InterviewPairworkA:Whatwereyoudoingwhentherainstormcame?B:Iwasreading/...Ifthestudentcan’tanswerthequestions,theteachergivessomehelp.（設(shè)計(jì)意圖：從老師導(dǎo)入，易于激發(fā)學(xué)生興趣，同時(shí)，設(shè)計(jì)采訪的任務(wù)，有利于學(xué)生兩兩對(duì)話，練習(xí)過(guò)去進(jìn)行時(shí)。）2.Showthepicturestostudents.Askthemtoaskandanswerinpairs.1c:Talkaboutthepictures.Andmaketheconversationslikethis:A:Wherewasthegirl?B:Shewasathome.A:Whatwasshedoingatthetimeoftherainstorm?B:Shewasdoingherhomework.（設(shè)計(jì)意圖：練習(xí)第三人稱過(guò)去進(jìn)行時(shí)問(wèn)答。進(jìn)一步幫助學(xué)生感悟過(guò)去進(jìn)行時(shí)，為下一步學(xué)習(xí)奠定基礎(chǔ)。）Complete1a.T:Boysandgirls!Pleaselookatthepicturesonpage33.Ithadarainstormyesterday.Wherewerethepeopleatthetimeoftherainstorm?Matchthestatementswiththepeopleinthepicture.1.___Iwasinthelibrary.2.___Iwasinmyhouse.3.___Iwasonthestreet.4.___Iwasatthebusstop.Step2ListeningActivities。一.While-listeningactivitiesListeningforthespecificideasof1b.(1)ListentotheTVreportandcirclethecorrectresponse.a.doingmyhomework/studyingb.playingbasketball/readingc.goingtowork/waitingforthebusd.walkinghome/shopping(2)Checktheanswers.Askstudentstosaylikethis:Inpicturea,thegirlwasdoingherhomeworkatthetimeoftherainstorm.（設(shè)計(jì)意圖：讓學(xué)生用完整的句子回答問(wèn)題，再次強(qiáng)化練習(xí)過(guò)去進(jìn)行時(shí)。）二.Post-listeningactivities合作探究：過(guò)去進(jìn)行時(shí)過(guò)去1.含義：過(guò)去表示______某一時(shí)刻或某一段時(shí)間正在進(jìn)行的動(dòng)作。was/were+動(dòng)詞-ing2.構(gòu)成：was/were+動(dòng)詞-ing（1）肯定句結(jié)構(gòu)：Was/Were+主語(yǔ)+動(dòng)詞-ing？was/were+not+動(dòng)詞-ing（2）否定句結(jié)構(gòu)：Was/Were+主語(yǔ)+動(dòng)詞-ing？was/were+not+動(dòng)詞-ingYes,主語(yǔ)+was/were.（3）一般疑問(wèn)句結(jié)構(gòu)：Yes,主語(yǔ)+was/were.No,主語(yǔ)+wasn't/weren't.肯定回答：No,主語(yǔ)+wasn't/weren't.否定回答（設(shè)計(jì)意圖：小組討論，合作探究，總結(jié)出本課重點(diǎn)語(yǔ)法。）Step3ListeningPracticeII一.While-listeningactivities1.Prepareforlistening(1)Askstudentstolookatthepicturesin2aanddiscussthefollowingquestionsingroups.①Wherewastheboy?②Whatwastheboydoingineachpicture?(2)Checktheanswers.（設(shè)計(jì)意圖：這樣的聽(tīng)前預(yù)測(cè)，不僅僅是為學(xué)生接下來(lái)的聽(tīng)做好心理準(zhǔn)備，更重要的是讓學(xué)生提前思考如何有針對(duì)性地聽(tīng)取信息。）2.Listeningforthespecificideasof2a.(1)Listenandnumberthepictures[1-5].(2)Listenandfillintheblanks.I____________I__________________sobusy_________fortheumbrellathatIdidn’tseeacarcoming.4Myalarmdidn’tgooffsoI__________uplate.1Itookahotshowerand_________somewarmfood.5I________forthebuswhenitbegantorainheavily.3I____________tothebusstopbutIstillmissedthebus.2二.Post-listeningactivities1.Readtherecordingindividually.2.Usetheinformationin2atoretellthestoryinaconversationbetweentheboyandaTVreporter.Forexample:TVreporter:Telluswhathappenedyesterdaymorning.Boy:……TVreporter:So,whentherainstormsuddenlycame,whatwereyoudoing?Boy:……（設(shè)計(jì)意圖：通過(guò)把獨(dú)白改成對(duì)話的形式，讓學(xué)生能夠把學(xué)到的語(yǔ)言知識(shí)有效輸出。）3.Complete2d.(1)Askstudentstoreadtheconversationin2dinsilence.ThenaskthemputtheconversationintoChinese.(2)Underlinethesentencesaboutthepastprogressivetense.Trytosolvetheproblemsingroups.(3)Role-playtheconversation.（設(shè)計(jì)意圖：回答完問(wèn)題后，讓學(xué)生兩人一組大聲朗讀、互相問(wèn)答，目的是讓學(xué)生在讀的過(guò)程中深刻理解對(duì)話內(nèi)容，提高他們口語(yǔ)表達(dá)能力。）Playtherecordingforstudentstolistenandimitate.Thenaskstudentstopracticetheconversationforsomeminutes.Readaloudtogether.Step4Theend-of-classtest用所給單詞的適當(dāng)形式填空。1.Iwas_______(walk)homewhenyoucalledme.2.Theyhadtostayathomebecauseofthe__________(heavily)rain.3.Tomwasathome__________(do)hishomework.4.What__________(happen)lastweek?Canyoutellme?5.Myalarmdidn’tgooffsoI_____(wake)uplate.Step5Homework1.Readthetapescripts.(★)2.Preview3a.(★★)3.Retelltheboy’sstoryaccordingtothepicturesin2a.(★★★)Unit5SectionA(1a-2d)學(xué)情分析學(xué)生們?cè)谄吣昙?jí)下冊(cè)學(xué)習(xí)過(guò)現(xiàn)在進(jìn)行時(shí)，并掌握如何使用現(xiàn)在進(jìn)行時(shí)來(lái)描述日?；顒?dòng)，而且掌握了一些日常活動(dòng)的短語(yǔ)，有利于他們學(xué)習(xí)過(guò)去進(jìn)行時(shí)。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。Unit5SectionA(1a-2d)效果分析一、過(guò)去進(jìn)行時(shí)過(guò)去1.含義：過(guò)去表示______某一時(shí)刻或某一段時(shí)間正在進(jìn)行的動(dòng)作。was/were+動(dòng)詞-ing2.構(gòu)成：was/were+動(dòng)詞-ing（1）肯定句結(jié)構(gòu)：was/were+not+動(dòng)詞-ing（2）否定句結(jié)構(gòu)：was/were+not+動(dòng)詞-ingWas/Were+主語(yǔ)+動(dòng)詞-ing？（3）一般疑問(wèn)句結(jié)構(gòu)：Was/Were+主語(yǔ)+動(dòng)詞-ing？No,主語(yǔ)+wasn't/weren't.Yes,主語(yǔ)+was/were.肯定回答：No,主語(yǔ)+wasn't/weren't.Yes,主語(yǔ)+was/were.否定回答：二、PairworkA:A:Wherewasthegirl?B:Shewasathome.A:Whatwasshedoingatthetimeoftherainstorm?B:Shewasdoingherhomework.Unit5SectionA(1a-2d)教材分析本節(jié)課是人教版八年級(jí)英語(yǔ)下冊(cè)第五單元的第一課，屬于一節(jié)英語(yǔ)聽(tīng)說(shuō)課。本單元談?wù)摰氖沁^(guò)去的事情。圍繞回憶過(guò)去的事展開(kāi)教學(xué)活動(dòng)，創(chuàng)設(shè)生動(dòng)真實(shí)的教學(xué)情境，再現(xiàn)故事情節(jié)，學(xué)會(huì)使用過(guò)去進(jìn)行時(shí)的表達(dá)法。學(xué)習(xí)when與while引導(dǎo)的時(shí)間狀語(yǔ)從句，在具體情境中加以運(yùn)用。要求學(xué)生掌握過(guò)去進(jìn)行時(shí)來(lái)詢問(wèn)或描述過(guò)去進(jìn)行的事情，并學(xué)會(huì)用when描述某動(dòng)作或某事件的發(fā)生。鼓勵(lì)學(xué)生在課堂上合作交流，練習(xí)對(duì)話，進(jìn)一步提升學(xué)生們的口語(yǔ)表達(dá)能力。

Unit5SectionA(1a-2d)課標(biāo)分析話題(Topic)：難忘的事（Unforgettableevents)功能(Functions)：1.能講述過(guò)去發(fā)生的事情(Talkaboutpastevents)2.能講故事(Tellastory)語(yǔ)法(Grammar)：1.能正確使用連詞when和while(Conjunctionswhenandwhile)Hewasreadinginthelibrarywhentherainstormcame.WhileLindawassleeping,Jenny