人教版八年級(jí)下冊(cè)教案：Unit 5 What's the highest mountain in the world- Section A（1a-2d）

Unit5SectionA（1a-2d）名師教案TeachingAnalysis教情分析TeachingObjectives教學(xué)目標(biāo)Languagegoals語(yǔ)言目標(biāo)KeyWordsandChunksForapplying:alarm,gooff,begin,heavily,suddenly,atthetimeof,sofar,missthebus,allofasudden,pickup,atthattimeForcomprehending:rainstorm,atthebusstop,waitforthebus,somanytimesSentenceStructuresWhatwerepeopledoingyesterdayatthetimeoftherainstorm?Iwasinthekitchenhelpingmymom.Whatwereyoudoingwhentherainstormcame?Myalarmdidn’tgooffsoIgotuplate.IwassobusylookingfortheumbrellathatIdidn’tseeacarcoming.Sowhileyouweresleeping,IcalledJennyandshehelpedme.GrammarFocusIwastakingashowerateightlastnight.(過(guò)去進(jìn)行時(shí)由“was/were+動(dòng)詞-ing”構(gòu)成,表示在過(guò)去某一時(shí)刻或某一段時(shí)間正在進(jìn)行的動(dòng)作。)Whatwereyoudoingateightlastnight?(過(guò)去進(jìn)行時(shí)的疑問(wèn)句，將助動(dòng)詞was/were提前放到主語(yǔ)的前面。)Whenitbegantorain,Benwashelpinghismommakedinner.(when后面既可跟短暫性動(dòng)詞,又可跟延續(xù)性動(dòng)詞。)WhileLindawassleeping,JennywashelpingMarywithherhomework.(此句中的連詞while的意思是“當(dāng)……的時(shí)候；和……同時(shí)”，while后面只能跟延續(xù)性動(dòng)詞,常用進(jìn)行時(shí)態(tài)。)Abilitygoals能力目標(biāo)教會(huì)學(xué)生使用過(guò)去進(jìn)行時(shí)，談?wù)撨^(guò)去某個(gè)時(shí)刻或時(shí)間段正在發(fā)生的事情。幫助學(xué)生積累在暴風(fēng)雨來(lái)臨時(shí)，與周圍人活動(dòng)相關(guān)的詞匯、語(yǔ)塊和句子表達(dá)。引導(dǎo)學(xué)生學(xué)習(xí)做筆記時(shí)，通過(guò)記錄首字母或首音節(jié)的方法，提高聽(tīng)力填空時(shí)的答題效率。Emotionalgoals情感目標(biāo)引導(dǎo)學(xué)生遇到困難時(shí)，用積極陽(yáng)光的心態(tài)來(lái)面對(duì)。Importantanddifficultteachingpoints教學(xué)重難點(diǎn)教會(huì)學(xué)生過(guò)去進(jìn)行時(shí)的陳述句和疑問(wèn)句的用法。教會(huì)學(xué)生使用when和while引導(dǎo)的時(shí)間狀語(yǔ)從句。鼓勵(lì)學(xué)生運(yùn)用高效記筆記的方式提高聽(tīng)力填空的能力。Studentanalysis學(xué)情分析FundamentalState基本情況人的成長(zhǎng)過(guò)程中，其親身經(jīng)歷的重大事件，大至國(guó)際國(guó)內(nèi)歷史事件，小到日常生活尋常瑣事，都對(duì)一個(gè)人思想意識(shí)的形成產(chǎn)生舉足輕重的影響。八年級(jí)的學(xué)生，其平均年齡在14歲左右，皮亞杰的認(rèn)知心理學(xué)指出，這一年齡階段的學(xué)生會(huì)從生活經(jīng)驗(yàn)中增加知識(shí)，并日臻完善其思維方式。因此，喚醒學(xué)生對(duì)過(guò)往重大事件的記憶、談?wù)摵头窒?，有助于豐富學(xué)生的情感體驗(yàn)，促進(jìn)其思維方式的全面發(fā)展。本單元的中心話題為“難忘的事件”，該話題旨在引導(dǎo)學(xué)生談?wù)撝卮蟮臍v史事件以及他們當(dāng)時(shí)的切身經(jīng)歷和體驗(yàn)。因此，教師可以借助圖片和音視頻等教學(xué)材料，與學(xué)生一起回顧典型的重大歷史事件，并由遠(yuǎn)及近，引導(dǎo)學(xué)生談?wù)撨^(guò)去發(fā)生在他們身上的令他們難忘的“大小事”，在回味過(guò)往的過(guò)程中學(xué)會(huì)珍惜，學(xué)會(huì)分享，學(xué)會(huì)感恩。KnowledgeReserve知識(shí)儲(chǔ)備本單元教學(xué)為八年級(jí)下冊(cè)內(nèi)容。通過(guò)一年半的學(xué)習(xí)和積累，學(xué)生積累了一定的詞匯量，接觸到了常見(jiàn)的話題和功能項(xiàng)目。特別是通過(guò)Book7BUnit5I’mwatchingTV中話題和功能項(xiàng)目的學(xué)習(xí)，學(xué)生基本知道如何使用現(xiàn)在進(jìn)行時(shí)來(lái)談?wù)摦?dāng)前正在發(fā)生的動(dòng)作或存在的狀態(tài)，為本課談?wù)撨^(guò)去某時(shí)正在發(fā)生的事件奠定了知識(shí)基礎(chǔ)。Classdata本班實(shí)際 本班學(xué)生樂(lè)學(xué)好動(dòng)，日常生活豐富多彩，在學(xué)校里，家庭中和社會(huì)生活中有著豐富的體驗(yàn)和感悟，并樂(lè)于與他人分享其生活經(jīng)歷。本課型談?wù)撨^(guò)往的經(jīng)歷，學(xué)生對(duì)這一話題并不感到陌生，未成年的他們對(duì)于生活總是充滿好奇心，心中儲(chǔ)存著大量迫不及待想與人分享的“難忘的事件”。因此，教師應(yīng)準(zhǔn)確把握學(xué)生的心理，點(diǎn)燃其表達(dá)的欲望火苗，為學(xué)生搭建有效的語(yǔ)言支架，引導(dǎo)學(xué)生暢所欲言，真情流露。Teachingmethods教法建議Situationalteachingapproach情景教學(xué)法Communicativeapproach交際法Discussionmethod討論法教學(xué)輔助blackboardandchalk,computeroriPad,projector,flashcard,DVDTeachingprocedures教學(xué)進(jìn)程Leading-inandwarming-up引入與激趣活動(dòng)GreetSsandplayagametoarousetheirinterest.Thegameiscalled“Whatwashe/shedoing?”Newpointsinput新知輸入(貼標(biāo)簽)LanguagepresentationAfterplayingthegame,Tcanwritethesentencepattern“Whatwereyoudoing?”“Whatwashe/shedoing?”ontheblackboard.ThenTcreatesdifferentsituationsfortheSstopracticethesetwosentencestructures.Activity1aTherearefivepicturesin1ainwhichaTVreporterreportedwhatdifferentpeopleweredoingwhentherainstormcame.TcanaskSstoworkinpairsandtrytodescribethepicturestotheirpartners.RemindtheSstousethekeysentencepattern,“…was/weredoingwhentherainstormcame”,“…was/weredoingatthetimeoftherainstorm.”Tcanprovidehelpifitisinneeded.InvitesomepairsofSstodescribethefivepictures.TcanencourageSstoexpressindifferentways.Aftersharing,getSstoopentheirbooksandlookat1aonPage33.AskSstomatchthestatementswiththepeopleinthepicturesin1a.Theanswersto1a:1.b 2.a 3.d 4.cListeningpractice聽(tīng)力訓(xùn)練Activity1b-1cPre-listening.GetSstoreadresponsesin1bandmakepredictionsaccordingtothepicturesin1a.TcanaskSstowritedowntheirpredictionswithpencils.While-listening.Listeningfordetails.RemindSsthattheyaregoingtohearfourconversations.AskSstocirclethecorrectresponsesofeachconversation.PlaytherecordingforSs,andthenhaveSscomparetheiranswersinpairs.Theanswersto1b:a.doingmyhomework b.reading c.waitingforthebus d.walkinghomePost-listening.TmayhelpSsusethesentencestructuresinnaturalspeech.Tpresentssomepicturesorusesthepicturesin1aandhasSsworkinpairstotalkaboutwhatthepeopleweredoing.Activity2a,2b,2c2aand2bprovideSsmorenaturalsituationstoreviewthesentencestructures.Pre-listening.TcanguideSstohaveadiscussionaboutwhathappenedtotheboyinthepicturesin2a.TcanaskSstousedifferentadjectivestodescribehowtheboyfeelsindifferentsituationsinthepictures.While-listening.Playtherecordingforthefirsttimeanddoactivity2a.Numberthefivepictures.Theanswersto2a:4,1,5,3,2Playtherecordingagainanddoactivity2b.Theanswersto2b:4.was;looking1.woke5.ate3.waswaiting 2.ranIfSsgivesomeincorrectanswers,Tcanplaytherecordingagain.Post-listening.Activity2c.TasksSstoworkingroupsandretellthestoryinaconversationbetweentheboyandaTVreporter.OralOutput口語(yǔ)輸出Activity2dtalksaboutaconversationbetweenMaryandLinda.MarycalledLindathreetimeslastnightforhelp,butLindadidn’tanswerthephonesbecauseofdifferentreasons.TcanaskseveralquestionstohelpSstounderstandthewholeconversation.Q1:WhatwasLindadoingatsevenyesterday?Q2:WhatwasLindadoingateight?Q3:WhatwasLindadoingatnine?Q4:WhydidMarycallLindasomanytimes?GetSstosharetheiranswersandchecktheanswerswiththeirpartners.TcanplaytherecordingforSstolistenandrepeat.TcanencourageSstoimitatetheintonationandtrytofindouthowMaryfelt.AskSstotaketurnstopracticedifferentrolesandaskpairstoactouttheirownconversationsorrole-playtheconversationonly.SentenceInterpretation難句理解Iwasinthekitchenhelpingmymom.我在廚房幫我媽媽做飯。helpingmymom此處是動(dòng)詞現(xiàn)在分詞做伴隨狀語(yǔ)，表示與主句中的動(dòng)作同時(shí)發(fā)生。IwassobusylookingfortheumbrellathatIdidn’tseeacarcoming.我正忙于找傘，因此沒(méi)有看見(jiàn)一輛車開(kāi)了過(guò)來(lái)。so…that，意為“如此……以至于……”，引導(dǎo)一個(gè)結(jié)果狀語(yǔ)從句。Sowhileyouweresleeping,IcalledJennyandshehelpedme.因此，當(dāng)你睡覺(jué)的時(shí)候，我給Jenny打了電話，她幫了我。while表示“當(dāng)……時(shí)候”,while引導(dǎo)的時(shí)間狀語(yǔ)從句多用延續(xù)性動(dòng)詞的進(jìn)行時(shí)態(tài)，主句多用一般過(guò)去時(shí)或過(guò)去進(jìn)行時(shí)。SentenceApplying好句運(yùn)用Whatwasthegirldoingatthetimeoftherainstorm?P33【原句翻譯】___________________________________________________________【仿寫造句】…atthetimeof…___________________________________________________________IwassobusylookingfortheumbrellathatIdidn’tseeacarcoming.P101【原句翻譯】______