Unit 5 What were you doing when the rainstorm came第5課時公開課教學設計【人教版八年級英語下冊】

Unit5Whatwereyoudoingwhentherainstormcame?SectionB(3a-SelfCheck)一、教學目標1.掌握本單元的詞匯及常用表達。2.掌握過去進行時的結構及運用。3.掌握描述過去發(fā)生事情的框架：Pastevents&stories—What,When,Where,How,Structures4.通過用英語寫出自己的故事，激發(fā)學生學英語的積極性。二、教學重點及難點重點：1.掌握本單元的詞匯及常用表達。2.掌握過去進行時的結構及運用。難點：掌握描述過去發(fā)生的事情的框架：Pastevents&stories—What,When,Where,How,Structures三、教學準備1.教學課件。2.學生課前預習。四、教學過程Step1RevisionCompleteandreviewT:Hello,everyone!ThisisthelastlessonofUnit5.Whatwereyoudoingwhentherainstormcame?DoyoustillrememberthetwoimportanteventsinAmericanhistorywelearnedlasttime?So,youaregoingtoreadandcompletethesentencesaccordingtothepassage.設計意圖：從做題入手，引起學生對所學知識的回顧，為本課時的綜合復習和輸出做好準備。Step2Pre-writingMakenotesT:There’remanythingshappenedaroundusinthepast.Doyoustillrememberaneventwell?Whatwastheevent?Whendidithappen?Andwhere?Here’resevenquestions.Thinkandtrytomakenotesorwritesentencesaboutit.設計意圖：發(fā)散學生的思維，拓寬他們的思考空間，強化運用目標語言。AskandanswerinpairsT:Nowthatyou’vefinishedcompletingthechart,I’dlikeyoutoaskandanswersomequestionsaboutyoureventsinpairs.Andthensomeofyouwillshowyourconversationsinourclass.設計意圖：結合同伴問答的形式，梳理學生學過的語言，進一步區(qū)分易混淆的語法點。LookandlearnT:Nowlet’slearnawritingskilltodescribeanunforgettablething.Andyou’llknowhowtowritesuchanarticle.設計意圖：學習構造文章框架和利用相關詞句描述過去發(fā)生事情的寫作技巧，為后面的寫作打好基石。Step3While-writingWriteashortarticle1.T:Nowthatyouhaveyourownwritingideas,pleasewriteashortarticleabouttheimportanteventin3a.Trytowritetwoparagraphs.Youcanusetheexpressionsin3btohelpyou.2.T:Payattentiontothistable.Wewillevaluateyourwritingaccordingtothistable.Makesureyouwriteallthemainpoints.Trytousecorrectexpressionsandnottomakemistakes.Remembertohaveagoodhandwriting.Ifyouhaveexcellentexpressionsandgoodideas,you’llgetextrapoints.Nowlet’sbeginourwriting.ItemPointMainpoints1.Writeabouttheevent(whenandwhereithappened).2.Writeaboutwhatyouandsomeofyourfriendsweredoingwhenthiseventhappened.3.Writeaboutwhythiseventwasimportant.5WritingWriteintheletterform.2Usecorrectandbeautifulexpressions(P16).4Makenomistakes.5Haveagoodhandwriting.2AddingHaveexcellentexpressionsandgoodideas.2設計意圖：引導學生將頭腦中形成的素材轉換為筆頭練習，學以致用，從而提高寫作能力和表達能力。此外，向學生呈現(xiàn)寫作評分標準，讓學生在寫作過程中知道需要注意哪些方面，規(guī)范其寫作。設計意圖：進一步梳理寫作思路，提高寫作能力。Step4Post-writingEvaluatewritingT:Pleaseexchangeyourarticleswithyourpartnersandgradeitaccordingtotheabovetable.GiveadviceT:Aftergrading,pleasewritedownyouradviceonyourpartner’sarticle.EnjoysomegoodarticlesT:Ifyourpartner’sarticlegets18-20points,pleasestandupandreaditaloud.設計意圖：同伴之間相互交換作文，根據(jù)評分標準打分并給出相應的意見。調(diào)動了學生的興趣，也使學生更加清楚如何寫好一篇規(guī)范的文章。通過批改他人的作文，學生也在內(nèi)心檢視了自己的作文，起到了取長補短的作用。LookandreviewT:I’dliketoknowifyoustillrememberwhentouse“when”or“while?Whatarethedifferencesbetweenthesewords?設計意圖：復習學生所學的知識，強化他們對易混淆詞匯的區(qū)分和使用，為接下來的檢測環(huán)節(jié)做好準備。WorkonSelfCheckFillintheblankswithwhenorwhileT:Now,let’sdoShelfCheck.Readthesentencesandfillintheblankswithwhenorwhile.設計意圖：檢測學生對目標語言的掌握程度。FillintheblanksT:Nowyoucanseeashortpassage.Youhavetofillintheblankswiththecorrectformsofthewordsinbrackets.設計意圖：鍛煉學生在閱讀完整的語篇的同時結合語境和上下文正確運用目標語言。ThinkandanswerT:Afterfinishingthearticle,pleaseanswerthefollowingquestions.1.Whatisthearticleabout?2.Howoftendidtheteachercometohelpthewriter?3.Whatdideveryonedowhilethewriterwasplayingthepiano?4.Howdidthewriterdointhepianocompetition?設計意圖：激活學生的思維模式，為后面的復述課文理清思路。ReadagainandretellT:Nowpleasereadthepassageagainandthenhaveatrytoretellthestoryaccordingtothefollowingkeywords.設計意圖：鍛煉學生通過關鍵詞復述課文的能力。TestT:Nowyoucandopracticetocheckhowmuchyouhavegottenaboutthewordsandphrasesofthisunit.設計意圖：隨堂檢測學生對本單元詞匯短語內(nèi)容的掌握程度。Step5SummaryT:Atlast,let’ssummarizethekeypointsofthisunit.過去進行時：was/were+v.ingPastevents&storiesWhat,When,Where,How,Structures設計意圖：通過總結，從宏觀角度進一步鞏固復習本課時所學的內(nèi)容。Step6Homework1.Recitethekeywo