初中英語-What were you doing when the rainstorm came 教學設(shè)計學情分析教材分析課后反思

課標分析本單元的話題是過去發(fā)生的難忘的事，通過本單元的學習，讓學生明白過去進行時的定義和用法，學會談?wù)撨^去發(fā)生的事情，學會講故事。過去進行時是初中階段必須掌握的六大時態(tài)之一，同時對學生進行情感教育—在災(zāi)難面前要團結(jié)、友善、互相幫助。學情分析本節(jié)課是unit5的第二課時，同學們對過去進行時有了一定的了解，通過對3a部分的閱讀教學進一步學習和運用過去進行時，培養(yǎng)學生獨立閱讀，思考的能力，同時讓學生知道在災(zāi)難面前要團結(jié)，更懂得互相幫助。Unit5Whatwereyoudoingwhentherainstormcame?SectionA（3a-3c）檢測題一、翻譯下列詞組。1.感覺像____________2.首先____________3.入睡____________4.逐漸變?nèi)鮛___________5.確信____________6.醒來____________7.一團糟____________8.清潔____________9.互相幫助____________10.在困難時期____________二、回答問題1.WhatwereBenandhisparentsdoingwhenthestormcame?__________________________________________________________________.2.Whatelsedidhismotherdo?Why?__________________________________________________________________.3.Whatdidtheydoafterdinner?__________________________________________________________________.4.WhendidBenfallasleepandwakeupthenextday?__________________________________________________________________.5.Whatotherthingscanbringpeoplecloser?Howcanpeoplehelptogetherintimesofdifficulty?__________________________________________________________________.三、試試翻譯1.Blackcloudsweremakingtheskyverydark.Withnolightoutside,itfeltlikemidnight.__________________________________________________________________2.Ben’sdadwasputtingpiecesofwoodoverthewindowwhilehismomwasmakingsuretheflashlightsandradiowereworking.__________________________________________________________________3.Hefinallyfellasleepwhenthewindwasdyingdownataround3am.__________________________________________________________________4.Theyjoinedtheneighborstohelpcleanuptheneighborhoodtogether.__________________________________________________________________5.Althoughthestormbrokemanythingsapart,itbroughtfamiliesandneighborsclosertogether.__________________________________________________________________Unit5Whatwereyoudoingwhentherainstormcame?SectionA(3a-3c）教學設(shè)計Teachingaims（教學目標）：1．掌握運用閱讀技巧skimming和scanning來獲取信息；2.能夠理解過去進行時態(tài)在文章中的運用。Keypoints（重點）：1.要求掌握以下句式：(1)Whatwereyoudoingwhentherainstormcame?(2)Ben’sdadwasputtingpiecesofwoodoverthewindowswhilehismomwasmakingsure…2．要求掌握以下詞匯：（1）動詞：report,beat,rise(v.&n.)（2）名詞：storm,wind,light,area,wood,window,flashlight,matches,candle（3）副詞：apart(4)形容詞：asleep,serious,fallen,broken(5)介詞：against(6)詞組：diedown,fallasleep,break(sth.)apart,bring(sth.)closertogether（本節(jié)課的生詞在之前的學習中都已接觸過，而且單詞的拼寫比較簡單，所以學生學起來不會感到困難，如果班級學生的水平較高，可以鼓勵學生當堂掌握。Difficulties（難點）：理解文中過去進行時的運用。Teachingsteps（教學步驟）1.Revision（復(fù)習）T:Yesterday,welearntsomeimportantphrases,let’sreviewthemnow!Pleasetranslatethefollowingexpressions.1.在…時候atthetimeof2.等公交waitforthebus3.（鬧鐘）響gooff4.洗個熱水澡takeahotshower5.錯過公交missthebus6.雨下得很大rainheavily7.接電話pickup/answerthecall8.昨天很多人都遭遇了暴風雨。Manypeoplewerecaughtintherainstormyesterday.(先給出漢語，讓學生一起逐個翻譯，關(guān)注學生的反應(yīng)速度及流利程度，把掌握沒到位的短語重新板書在黑板上，強調(diào))教學設(shè)計說明：復(fù)習是為了鞏固上節(jié)課所學內(nèi)容，以詞塊翻譯的形式，兼顧單詞的用法，又沒有句子那么復(fù)雜，減輕學生畏難情緒，并有助于學生語感的形成。2.Lead-in（新課導入）T:Insummer,therearealwaysstorms,right?Andthestormsalwaysbringussomeproblems.Lookatthepicturesonthescreen.Whatcanyousee?S1:Inthefirstpicture,thewindisstrongandtherainisheavy.T:Sowhatisit?S1:Itisastorm.T:Yes.Whathappenedtothetrees?S2:Sometreeshavefallen.T:Yes.Thestormdestroyedthetrees.Andwecansay“Thestormdamagedthetrees.”or“Thetreesaredamaged.”However,doyouthinkthestormcanbegoodforus?(教師引入新課的同時，講解新詞storm和destroy，并補充damage,它既可以作動詞，也可以是名詞)S3:Ithinkthestormcan…（讓學生自由發(fā)揮，老師和其他學生做出適當評價）教學設(shè)計說明：讀前準備，設(shè)置好合適的情境，引導學生往閱讀內(nèi)容方面思考，為接下來的閱讀做好準備，并先理解一些重點單詞。3.The1streadingT:Asthesayinggoes,“Everycoinhastwosides.”Whilethestormscancauselotsofdamagetotheenvironment,thestormcanbegoodforus.Pleasereadthepassageonpage35quicklytofindouthowastormcanbegoodforthepeople..(第一次閱讀是skimming，這里學生只要看文章標題，再快速看段落主旨句尤其是最后一段驗證即可，用時大概1分鐘；講解時得到答案的方法更重要；核對答案時可以叫2-3名同學分享他們的答案和依據(jù)。)教學設(shè)計說明：第一遍閱讀是略讀，快速閱讀來獲取文章主旨，這是理解文章的第一步。4.The2ndreadingT:Nowwehaveknownthemainideaofthispassage.Let’smoveontodealwithtwoquestionsaboutthecontentofthispassage.Pleaselookat3aonpage35.First,youhavetounderstandthequestionsandrememberthekeywords.Thenlookfortheanswersfromthepassage.Pleaseunderlinetheanswersinthepassage.(指示要明確，尤其是做題的方法：先看題，再去文中找答案，回答問題表達要正確。)T:Areyoufinished?S:Yes.T:OK.Let’schecktheanswersnow.No.1,whowouldliketohaveatry?Whatwastheweatherlikebeforetheheavyrainstarted?S1:Thestrongwindswereblowingoutside.T:Isthisthecorrectanswer?S2:Yes.Butitisnotcomplete.Andblackcloudsweremakingtheskyverydark.T:Yes.Verygood!Therearetwopoints.Youhavetopaymoreattention.Butwheredidyoufindtheanswer?Ss:The1stand2ndsentencesofthe1stparagraph.T:Youareright!Pleaselookatthescreen.Haveyougotit?（以超鏈接的形式展示答案在文中的位置）Ss:Yes!T:Good!NowNo.2.Whatwastheneighborhoodlikeafterthestorm?Whocangiveustheanswer?S3:Theneighborhoodwasinamessandfallentrees,brokenwindowsandrubbishwereeverywhere.T:Bingo!That’sright!Therearealsotwopoints.Wheredidyoufindtheanswer?Ss:Thelastparagraph.T:Yeah!Lookatthescreenplease.Let’sreadthetwosentencestogether.（在PPT上以超鏈接的形式展示答案在文中位置）教學設(shè)計說明：通過閱讀獲取信息回答問題后，理解文章要點，進一步理解文章。在原文做標記找答案的閱讀習慣養(yǎng)成。通過超鏈接的方式展示問題答案在原文中的位置，給中下層次的學生便利，提高課堂效率。5.The3rdreadingT:OK,nowlet’smovetosomedetailsofthepassage.Pleaselookat3b.Youhavetoreadthepassageagainandcompletethesentences.T:OK,timetostop!Pleasecheckyouranswersinyourgroupintwominutes.（4人學習小組組內(nèi)成員互相核對答案）T:Timeisup.Let’sreadoutthefoursentencesandchecktheanswerstogether.Ifyouranswerisnotright,pleasecorrectit.(以超鏈接的形式展示每個答案在原文中的位置，并逐段講解)教學設(shè)計說明：任務(wù)中的4個句子正好每個段落一句，在展示答案所在段落時正好梳理講解該段知識點；以超鏈接的方式，明了易懂；知識點的逐個呈現(xiàn)，清楚且詳細，避免了一次性講解知識點的無聊。6.LearningusefulexpressionsT:Let’sreadeachparagraphmorecloselyandlearnsomeusefulexpressions.7.Post-readingT:Fromthepassage,weknowthatalthoughthestormbrokemanythingsapart,itbroughtfamiliesandneighborsclosertogether.Andwhatotherthingscanbringpeopleclosertogether?T:Iwillgiveyouasamplefirst.Lookatthescreen.Whatisthepictureabout?S:TheWenchuanearthquake.T:Yes.ItwasonMay12th2008.Andatthattime,peopleinChinagottogethertofightagainsttheearthquake.Sothisshowsthatanaturaldisaster,suchasanearthquake,canbringpeopletogether.T:Now,let’sdiscussinsmallgroups.Whatothernaturaldisastershappenedbeforewhichbroughtpeopletogether?Ss:……（讓學生各抒己見）T:Also,abigevent,suchastheOlympicGames,canbringpeopletogether.Let’sdiscuss.HaveSsdiscussasaclassorinsmallgroups.HaveSsexpresstheiropinionsaboutbigevents.Encouragethemtosaythereasonswhybigeventscanbringpeopletogether.T:Asyouhavejustdiscussed,abigeventoradisastercanbringpeopletogether.Sohowcanwehelpeachotherintimesofdifficulty?T:Doyouknowthephrase“intimesofdifficulty”?S:在困難的時候。T:Yes.Nowdiscusswithyourpartnerhowtohelpeachotherintimesofdifficulty.First,youshouldshareyourideasandreasonswithyourpartner.Thensharethemwiththeclass.（學生討論之后，讓2-3組的組長代表發(fā)言展示討論結(jié)果，最后給出參考ideas）(1)cheerpeopleupbysayingsomekindwordstoencouragethem(2)donateclothes,food,andotherthingstothosewhoneedhelp(3)donatesomemoneytothosewholosttheirhomes(4)sendsomepoliceofficersanddoctorstosavethepeopleindanger………………教學設(shè)計說明：這是個小組合作討論的環(huán)節(jié)，既可以鍛煉口語，也可以發(fā)散思維，深化文章內(nèi)涵；學生之間通過討論分享，也可擴大自己的視野，向同伴學習。先給例子再讓學生討論，給其一個方向。8.ThinkT:Wehavelearntthecontentandthelang