Unit 5第1课时 (Section A 1a-2d)（教学设计）-【上好课】2022-2023学年八年级英语下册同步备课系列（人教新目标Go For It!）.docx

1、Unit 5 What were you doing when the rainstorm came?第一课时（教学设计）教学目标1.语言能力：掌握听说，读写生词suddenly，rainstorm，alarm，go off，heavily。 2.文化意识：培养学生在交谈中表达过去的动作在某一时刻发生，使学生能够提高自己的语言表达能力，并促使学生养成勤于观察，勤于思考和勤于记录的好习惯。3.思维品质：通过情景介绍的方式进行词汇或短语教学，让学生在情境中操练、理解并学会运用。4.学习能力：推理预测图片故事情节，抓取关键信息，听力技能分层次，听后总结听力技巧和经验。教学重点与难点重点：1.会运用过

2、去进行时，熟练问答和角色扮演。 2.听力技能：推理预测图片故事情节，抓取关键信息，听力技能分层次，听后总结听力技巧和经验。 3.会根据图片或思维导图复述或者自如地讲述自己的故事。难点：1.根据图片或思维导图复述时，小组合作,内化所学。2.自如地讲述自己的故事，小组合作,互相检查。教学准备教具准备: ppt，教材，听力材料教学过程老师活动学生活动设计意图Lead-in(3minutes)First, create a situation of chatting on Wechat and ask Ss to talk about what the teacher s friends are do

3、ing now.Then show Ss more pictures and ask them to talk about what the teachers were doing at 10 oclock last Sunday.Talk about what the teachers friends are doing now.Talk about what the teachers were doing at 10 oclock last Sunday.通过创设微信视频通话的情境，激发学生的学习兴趣，复习现在进行时的用法。通过切换时间导入过去进行时的用法。情境教学法让学生在用中学、学中用

4、。Pre-listening (2minutes)1.Suppose it was 1:00 p.m. and the rainstorm was coming.Then lead Ss to finish the task in 1a.2.Ask Ss to look at the picture and read the sentences. The girl was. The boy was. The woman was. The man was.Finish the task in 1a.Make sentences according to the pictures in 1a.通过

5、观察图片及理解句子，引导学生用1a的句子表达图片的内容。练习所有的句子后，可以采用问答方式互动：TSS1S2While-listening (20 minutes)Listen to 1b1.Listen to the TV report and circle the correct responses.2.Read the phrases and make sentences with them.3.Check answers and read the sentences.Listen and finish 1b.Try to make sentences by using the phra

6、ses in 1b.听两遍后，完成1b。为本单元新课展开话题做准备，同时调动学生的积极性，提高学生的听力水平，为后面的2a, 2b听说打好基础。Work on 1c. 1.Talk about what the people in 1a were doing at the time of the rainstorm.2.Ask several pairs to present the conversations. Work in pairs to make conversations according to the information in 1a and then present the

7、ir conversations.利用对话练习吸引学生的兴趣，小组合作练习，用所听的句型和素材表达出1a的内容。通过听说练习，提升学生的听力能力和口语表达能力。同时本课的目标语言也在对话训练中得到输出和巩固。Listen to 2a and 2b1. Before listening, show Ss the pictures in 2a and try to describe the pictures.2.Work on 2a. Listen and number the pictures 1-5. 3.Play the tape for the first time for Ss to l

8、isten. Check answers in class.4.Work on 2b. Listen again. Fill in the blanks in the sentences in 2a. 5. Listen again and choose T or F.1.Try to describe the pictures in 2a and learn some key informationbefore listening.2. Finish the task in 1a.3. Check the answers.4. Finish the task in 2b and then c

9、heck the answers.5. Listen again and finish the task.听前先观察图片，猜测图片里所描述的事情，降低听力难度，帮助学生扫除听力障碍。完成2a听力内容，了解故事发展脉络，培养学生在听听力时获取关键信息的能力。2b的任务是2a任务的拓展延伸，让学生通过精听，把握听力内容的重难点内容，提升学生听力能力。Post-listening(10 minutes)Work on 2c. Use the information in 2a to retell the story in a conversation between the boy and a TV

10、 reporter. TV reporter: Tell us what happened yesterday morning.Boy: . TV reporter: So, when the rainstorm suddenly came, what were you doing?Boy: .Make a conversation by using the information in 2a and retell the story.听完2a和2b后，创造真实的语言环境，以便于学生更好的进行口语训练。基础弱点的同学可以参考课本上的句型，以激发他们积极参与其中。Work on 2d1. Rea

11、d the conversation in 2d and answer the questions.2. Listen to the recording and role-play the conversation in 2d.1.Read the conversation in 2d and answer the questions.2.Listen to the recording and role-play the conversation in 2d.根据对话信息，两两对话，分角色表演有利于积极性提高，且有助于对本部分目标句型的掌握。Language points(5 minutes)

12、Explain language points in this class.Get to the important language points in this class.理解表达请求和征求许可的表达方法，学会正确使用本堂课的目标语言。Lets act. Make a conversation by using the sentences they learned today.Make a conversation.巩固练习本课的目标语言。Summary(2 minutes)Ask Ss to work together and summarize what they have lear

13、ned in this class.Work in groups and summarize what they have learned in this class.通过练习的形式，让学生总结过去进行时的基本结构以及标志性的时间状语。小组合作总结本堂课的目标语言，深层次加工所学语言，加深印象。Exercises(3 minutes)Ask Ss to finish the exercises on ppt.Finish the exercises on ppt.及时练习，检测学生本堂课知识掌握情况。HomeworkLevel B:Review the new words and phrases we learned today.Level A: Write a short report about your lucky day or terrible day by using “was/were doing”. 板书设计Unit 5 What were you doing when the rainstorm came ? Section A(1a-2d)