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Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案

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Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案(一)
Unit_5_What_were_you_doing_when_the_rainstorm_came?_教案

Unit 5

教学目标: What were you doing when the rainstorm came?

1、知识与技能:

(1)能运用过去时态描写过去发生的事情

(2)能听懂有关过去发生事件,能简单描写过去发后的事件

2、过程与方法:

本单元具体采用以教师为主导以学生为主体的师生双边活动,采用角色扮演、情景交际和小组互助型学习法,并把竞争机制引入课堂。

3、情感态度与价值观:

能过学习本课,培养学生在困境中互帮互助的品质

教学重点

单词短语: rainstorm, suddenly, alarm , go off , pick up , strange, report, area, wood, light, window, match, beat, heavily, against, asleep, fall asleep, die down, rise, apart, passage, pupil, bright, play ground, bell, completely, silence, in silence, recently, date, tower, at first, realize, truth

句子:

1. What were you doing at eight last night? I was taking a shower.

2. What was she doing at the time of the rainstorm?

She was doing her homework.

3. What was he doing when the rainstorm came?

He was reading in the library when the rainstorm came.

4. What was Ben doing when it began to rain heavily?

When it began to rain, Ben was helping his mom make dinner.

5. What was Jenny doing while Linda was sleeping?

While Linda was sleeping, Jenny was helping Mary with her homework

语法:过去进行时。

教学难点: when, while引导的时间状语从句中的过去时和过去进行时 教具:多媒体

教法:尝试教学法

课时安排:

Section A 1 (1a -2d)

Section A 2 (3a-3c)

Section A 3 (Grammar Focus-4c)

Section B 1 (1a-2e)

Section B 2 (3a-self check)

Section A 1 (1a-2d)

Step 1 Warming up

Yesterday, there was a rainstorm. Where were they when the rainstorm came? Here are some reports.

For example:

A: Where were you doing when the rainstorm came?

B: I was in the library.

A: What were you doing when the rainstorm came?

B: I was waiting for the bus at the bus stop.

1a Where were the people at the time of the rainstorm? Match the statements with the people in the picture.

1. _____ I was in the library.

2. _____ I was in my house.

3._____ I was on the street.

4._____ I was at the bus stop.

Step 2 Listening:What were they doing when the rainstorm came? Let’s listen. Pay

attention to “was/were +doing”

1b Listen to the TV report and circle the correct response.

a. doing my homework / studying

b. playing basketball / reading

c. going to work / waiting for the bus

d. walking home / shopping

Step 3 Speaking

Look at the pictures and answer the questions by using “was/were + doing” For example:

A: What was the boy doing at the time of the rainstorm?

B: He _____________________.

Pair work: 1c Talk about what the people in 1a were doing at the time of the

rainstorm.

Step 4 Listening

2a Listen and number the pictures 1-5.

2b Listen again. Fill in the blanks in the sentences in 2a.

Step 5 Speaking

2c Use the information in 2a to retell the story in a conversation between the boy and a TV reporter.

2d Role play the conversation.

Step 6 Language points

1. My alarm didn’t go off so I woke up late.

alarm n. 闹钟

e.g. What time shall I set the alarm for?

我该把闹钟拨到几点钟响?

2. I was waiting for the bus when it began to rain heavily.

1) begin v. (began) 开始

e.g. I’ll begin whenever you’re ready.

你什么时候准备好我就开始。

常用的句型: begin to do与begin doing

一般来说,begin to do和begin doing可以互换,但在以下三种情况下,用to do。 I. 主语不是指人,而是it等。

如:It began to rain.

II. begin后接表示心理活动的词。如:begin to know还有believe, wonder, think 等词。

III. begin本身是ing形式,为避免重复后接to do。 即:beginning to do

2) heavily adv. 在很大程度上;大量地

e.g. moving heavily 吃力地移动

It was raining heavily. 雨下得很大。

3. So, when the rainstorm suddenly came, …

suddenly adv. 突然;忽然

e.g. I suddenly remembered that I hadn’t locked the door.

我忽然想起没有锁门。

4. That’s strange.

strange adj. 奇特的,奇怪的;不可思议的

e.g. a strange noise 奇怪的声音

He’s always here; it’s strange you’ve never met him.

他经常在这,你却没有见过他,真是不可思议。

5. I called at seven and you didn’t pick up.

pick up(=pick up the phone) 接电话

pick up 还有以下含义:

1) 拾起;抱起

e.g. The children picked up many sea shells at the seashore.

【Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案】

孩子们在海边捡到许多贝壳。

Pick that book up. 把那本书拣起来。

2) 搭载

e.g. The car stopped to pick me up.

汽车停下来接我。

Step 7 Speaking

Make a survey. Ask your partners in your group what they were doing at the following time. Fill in the form then give a report.

Report: Tom was reading. Peter was shopping…

A: What were you doing yesterday at 7:00?

B: I was reading.

Step 8 Summary

1. 在图书馆 in the library 2. 在的时候 at the time of

3. 去上班 go to work 4. 等公共汽车wait for the bus【Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案】

5. 走路回家walk home 6. 在街上on the street

7. 打篮球play basketball 8. 弹钢琴play the piano

Step 9 Exercise

根据上下文内容填空。

Mary: What ______ you doing last night, Linda? I called at seven and you didn’t pick

____.

Linda: Oh, I was in the kitchen helping my mom.

Mary: I see. I called _____ at 8 and you didn’t _______ then either.

Linda: What was I doing at 8? Oh, I know. When you called, I was ______ a shower. Mary: But then I called again at 9.

Linda: Oh, I _____ sleeping at that time.

Mary: So early? That’s strange.

Linda: Yeah, I was tired. Why _____ you call so many times?

Mary: I needed help with my homework. So while you were ________, I called Jenny

and she helped me.

Step 10 Homework

1. Remember the words and phrases in this lesson.

2. Finish the exercises in the workbook.

课后反思:

Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案(二)
公开课unit5What were you doing when the rainstorm came_教学设计 - 副本

新目标英语八年级下

Unit 5 what were you doing

when the rainstorm came?

第一课时 一、教材分析:

1.位置和内容:这是新目标英语(Go for it)八年级下册第五单元第一课时。学会谈论过去发生的事情、学会讲故事是本单元的语言目标。如何使用过去进行时及使用when、while引导的时间状语从句是本单元的重点内容。

2.教学重点:过去进行时态:“was / were + doing”结构 When 引导的时间状语从句

3.教学难点:掌握由when引导的时间状语如何使用过去进行时。 二、教学目标:

1.知识目标:要求学生掌握使用过去进行时来询问或描述过去进行的事情,并学会用when描述某动作或某事件的发生。 2.能力目标:能在交际过程中教流利的运用所学结构和句型 提高抓取和记录关键信息的听力技能

3.情感目标:让学生爱上英语课堂活动,鼓励他们在课堂上进行合作交流。

4.学习策略目标:设法使学生掌握使用英语进行交流,学习积极参与班级活动. 三 教学方法: 1)任务型教学法: 2)情景教学法 3)交际教学法 四.学生分析:

学生七年级下册就学过现在进行时,并掌握如何使用现在进行时来描述日常活动,而且掌握了一些日常活动的短语,有利于他们学习过去进行时. 五 教学用具 本课时的教学课件

 教学设计

Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案(三)
公开课unit5What_were_you_doing_when_the_rainstorm_came_教学设计_-_副本

新目标英语八年级下

Unit 5 what were you doing

when the rainstorm came?

第一课时 一、教材分析:

1.位置和内容:这是新目标英语(Go for it)八年级下册第五单元第一课时。学会谈论过去发生的事情、学会讲故事是本单元的语言目标。如何使用过去进行时及使用when、while引导的时间状语从句是本单元的重点内容。

2.教学重点:过去进行时态:“was / were + doing”结构 When 引导的时间状语从句

3.教学难点:掌握由when引导的时间状语如何使用过去进行时。 二、教学目标:

1.知识目标:要求学生掌握使用过去进行时来询问或描述过去进行的事情,并学会用when描述某动作或某事件的发生。 2.能力目标:能在交际过程中教流利的运用所学结构和句型 提高抓取和记录关键信息的听力技能

3.情感目标:让学生爱上英语课堂活动,鼓励他们在课堂上进行合作交流。

4.学习策略目标:设法使学生掌握使用英语进行交流,学习积极参与班级活动. 三 教学方法: 1)任务型教学法: 2)情景教学法 3)交际教学法 四.学生分析:

学生七年级下册就学过现在进行时,并掌握如何使用现在进行时来描述日常活动,而且掌握了一些日常活动的短语,有利于他们学习过去进行时. 五 教学用具 本课时的教学课件

 教学设计

Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案(四)
Unit 5 what were you doing when the rainstorm came 教案

八年级英语下册优质课教案

Unit 5 what were you doing when the rainstorm came?

(SectionA 1a—2d)

Part1. Teaching material

This is the first period of this unit. In this lesson, students will learn some new phrases and sentences to describe the past events. They will do some speaking, listening and writing.【Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案】

Part2. Teaching aims

1. learn some phrases and sentences.

2. Improve the skills of listening.

3. learn the past progressive tense and describe the past events.

Part3. Difficult and important points

1. master the sentences.

2. how to use the past progressive tense properly.

3. master the differences between the present and past progressive tense.

Part4. Teaching aids

Tape recorder, PPT,

Part5. teaching procedures

Step1. lead-in

T: Good morning, everyone! I’m glad to meet you here! You are very friendly and I hope we can make friends and have a happy class. Do you agree with me ? Now I’ll show you some pictures. Look! What are you doing ? who can answer my question? Hands up, please.

S1:I am reading.

T: Great! What about this picture? What are you doing ?【Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案】

S2:I am …

T: You all did wonderful job! You are so clever!

Step2. presentation

T: what’s the weather like today? What was the weather like yesterday? But yesterday there was a rainstorm in Fujian. What were they doing when the rainstorm came? Here are some reports.

What were you doing when the rainstorm came?

S: I was reading.

T: wonderful! The next picture…

(show 3 pictures to practice the past progressive tense.)

T: Find the differences.

Dialogue1: What are you doing?

I am reading .

Dialogue2:What were you doing when the rainstorm came ?

I was reading .

Compare the tense and the forms of the verbs. The first one uses the present progressive tense and the structure is “am/is/are + doing”. The second one uses the past progressive tense and the structure is “was/were + doing”. Read the dialogues and the grammar.

T: let’s make a dialogue. Ask and answer in pairs.

Where were you at 6:00 yesterday evening?

What were you doing ?

I’ll show you an example.

Where were you at 6:00 yesterday evening?

S3: I was in a river.

T: what were you doing ?

S3: I was swimming.

T: you can do like this with your deskmate. Now ,begin.

(Several minutes later, ask some pairs to show their answers.)

T: You all did great! Turn to page 33 and look at the pictures in 1a. Where were the people at the time of the rainstorm? Match statements with the people in the pictures. It’s quite easy. Do it by yourself. I believe you can do it very well.(ask one to check the answers)

Step3. listening and speaking

a.do 1b on page 33.

T: It’s time to do some listening . Listen carefully. What were they doing when the rainstorm came? Pay attention to “was/were +doing”. (check the answers)

T: look here! Look at the pictures and answer the questions by using “was/were + doing”. For example, what was your sister doing at the time of the rainstorm? Who can answer my question?

S: She was reading at home.

T: good! The next…Who can answer my question?

S:…

b. Pairwork

T: Pairwork. Talk about what the people in 1a were doing at the time of the rainstorm.(ask four pairs to show.)

c. listening(2a,2b)

T: Wonderful job! Now listen to the tape and number the pictures 1-5 on page 34. Give you 1 minute to look through these pictures and guess what the right order is. Begin .(then check the answers)

T: Listen again. Fill in the blanks in the sentences in 2a. Before listening, give you 2 minutes to look through the text and guess what it is according to the pictures. (then check the answers)

d. Practice

T: If you are a TV reporter, ask your deskmate some questions.

What happened yesterday morning?

Did you catch the bus?

So, when the rainstorm suddenly came, what were you doing?

Step4. consolidation

a.Read the 2d.

b. follow the tape.

【Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案】

c. read again and focus on the colorful word.

d. role-play.

Step5: feedback

T: Make a survey. Ask your partners in your group what they were doing at the following time. Fill in the form and then give a report.(ask two students to write on the blackboard and check.)

Step6.summary

T: Have a revision. You should remember the important sentences and phrases. Who knows? Hands up, please..

Step7: homework

1. Remember the words and phrases in this lesson.

2. Make a dialogue using “the past progressive tense”.

Step8: blackboard design

Unit 5 what were you doing when the rainstorm came?

(SectionA 1a—2d)

Unit,5,What,were,you,doing,when,the,rainstorm,came?第一课时教案(五)
Unit_5__What_were_you_doing_when_the_rainstorm_came第一课时说课稿

Unit 5 What were you doing when the rainstorm came?

第一课时(1a-1c)

说课稿

一、教学理念

理论联系实际,即知识要于应用,用英语进行交流,培养学生口语能力,打破学生害羞说英语的状况,让学生能学以致用。

二、 教材分析:

1.教材的地位与作用

本课是新目标英语八年级下册第五单元,其教材是以“What were you doing when the rainstorm came?”为中心话题,学习和运用过去进行时让学生能描述过去正在发生的事情。这些都是与我们的实际密切相关,能够轻松地激起学生学习英语的兴趣,师生、生生之间的交流也培养了学生的合作精神,促进了学生,教师的情谊,从而对学生英语学习水平的提高会有很大的促进。

2.教学目标

知识目标:

(1)掌握本课的词汇rainstorm 、when、while、 report、pick up 、at that

time、so many times.

(2)掌握副词短语“when”和“while”.

能力目标:通过掌握这些描述的词,进行简单的对话及进行句子的仿写。 情感目标:

(1)鼓励学生仔细观察周围事物并善于发现生活中的美 。

(2)发展学生的合作精神和乐观的态度。

3.教学重点及难点

重点:掌握词汇rainstorm 、when、while、report、pick up 、at that time、

so many times等,并学以致用。

难点:1.学习和掌握过去进行时的学习和用法。

2.掌握副词短语“when”和“while”。

三、 教学方法

1.教法分析

(1)过去进行时是初中非常重要的语法项目,而本单元的话题源自生活,立足这一点,我充分利用学生已有的知识和生活经验,让他们讲述今天的天气,创设生活化的真实情境引导学生在运用语言中学习语言,然后在学习新的语言知识后创造性地运用语言(为用而学, 在用中学,学了就用).

(2)开展多种类型的任务型活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究性学习.

2.学情分析

我们教学的对象是初二学生(好,中,差等生都有),他们学习英语既感到好奇又担忧,希望能得到他人的肯定.因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦.同时在阅读和书面表达中加以落实,提高他们综合运用语言的能力,使各层次的学生都有所收获。

四、教学过程设计

1.展示图片或挂图

在师生问候后,通过展示一些表示人特征的一些图片,让学生们分析其图片之间的不同,从而导入新的知识,新的单词,新的句型。

2.词汇巩固

让学生用这rainstorm 、when、while、report、这些词汇来描述老师及同学,并看图说出其描述词及句子

3.句型的深入

先让学生比较自己与他人之间的不同,然后师生之间对话进行合作交流其不同之处,再就是学生之间的不同之处,促进师生之间的情谊,并加强师生之间的了解。

4.合作与交流

小组合作,合作描述所给图片,学会用过去进行时态描述,并为下面的听力做铺垫。

5.听力

有了之前词汇与词汇的比较级的铺垫,我采取“听-填-听”的形式来处理,训练学生的听力。

6.拓展

通过一些练习巩固所学的词,共同学习2d,从而让学生对所学的词及过去进行时有更深入的了解,并且学习2d中pick up 、at that time、so many times;掌握副词短语“when”和“while”等新知识点。

7.练习

练习部分其实是对本课新学词汇与语法的一种变相总结,从中可以系统的复习到每一点,是一种学生自检自测的学习方式,有利于学生对知识的进一步记忆。

五、作业布置:做相关本课时活动手册的配套练习 。

六、教学反思

在课上,90%的学生基本上的学生能够顺利的描述过去进行的事件,通过课堂教学, 学生学习的主动性和积极性得以调动。另一方面,多媒体辅助教学形象生动,有利于学生从视觉听觉上更好更快地接受知识。但不足的地方更多,在掌握副词短语“when”和“while”层面不够深入,在学生活动中活动内容太少,组织形式只是那么两三种,没有完全调动学生的积极性,归根到底是课堂准备不够充分,以后应当在备课方面多下功夫,钻研教学方法。

张 平

2015年4月22

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