初中英语人教新目标 (Go for it) 版八年级下册Section B教案及反思

日期

学科

英语

授课教师

课型

Listening and speaking

课时

第三课时

课题

Go for it Unit 5 Section B

(1a-1d)

课

前

思

考

课标

分析

1.Topic：unexpected experience

2.Functions: Talk about past events. Tell stories.

3.Listening skills：students can

1) Get and understand the exact information from the conversations.

2) Take simple notes quickly while listening.

4.Speaking skills：students can

1) use the information they get to make up dialogue

2) Carry out and create similar story according to the topic. 

3) Perform short plays in English.

5.Culture Awareness：: Life is like a box of chocolates,you never know what you're going to get. Do well what we should do , cherish those who care about us and help those who need us.

6.Aims of strategies:

1) Focus on listening and speaking.

2) Take notes well and think actively while learning.

3) Practice what they have learned in pairs and groups.

教学

目标

1.语言知识：the usage of when & while

2. 语言技能：Learn to use when and while

3. 情感态度：Teach the students how to deal with accident properly.

4. 文化意识：Learn to talk about past events and live a positive life. 

教学重点

 To master the past progressive tense structure and the differences of when and while

教学难点

 The usage of “when” and “while” in the past progressive tense.

项目

及要

求

【项目】

Act out a new story about an unexpected experience.

【要求】

1. 课前预习，完成项目纸上的相应内容

2. 课上通过听和读，复述等形式进行学习。

项目

设置

意图

引领学生使用本课的目标语言生动形象的描述故事。

教学过程（项目实施——交流展示——评价激励）

教师活动

学生活动

【项目准备】

一、提前布置预习作业，明确要求：

1.自读Section B的相应部分单词

2.预习课本划出词组和重点句子

【自主完成】

利用课余时间自主完成预习作业2项内容

【指导调控】

一、Warm-up: A Game

While Mary was having breakfast at 9 last Sunday, what were you doing?

A: While Mary was having breakfast , I was....

B: While he/ she was ..., I was...

C: While..., ...

二、Free Talk and brainstorm

Peter was late for the interview . Can you guess why he was late?

三、Listening practice:

一） Listen and write short answers

1. What event happened at the school yesterday?________________

2. Which team won at the event?       _______________________.

二） Listen and fill in the blanks:

1.When the competition started, I _________________________ to school.

2.When I got to the bus stop, I  _________that my bag was still at home.

3. _______ I  ________________ home, I saw a dog by the side of the road.

4.While I _______________someone to walk by, a person helped me to call the helpline.

5. When I helped the dog, no wonder I didn’t ______________the competition.

三）Group work：Tell Kate’s story

According to the five sentences, retell the story in the group.

四、Story time: i

All the student help to make up a story about Mary.

五、项目完成

1. 出示【项目】

  Act out a new story about an unexpected experience. 

2.

3.  Group work

Act out the new story

六、情感提升：

【交流展示】

学生用while的句型练习

【交流展示】

头脑风暴，用When& while描述关于迟到或不能去的事情的原因

Maybe when he woke up / got out/ ..., ____________

Perhaps while he was walking, _______________

【自主完成】

1. 通过听力练习，写出1b&1C问题的答案

2.预设：大部分同学因为听力练习简单，可能顺利完成。

【小组合作】

1.   组长帮助解决词汇和句意
2.   安排并练习讲述Kate的故事

【自主完成】

1. 学生们用想象力并用when& while 全班一起完成一个故事。
2. 然后再学习老师的范文

【交流展示】

在小组内先交流，然后可以进行角色的分配和故事的发展的规划。组内准备展示。

预设：组长给每一个同学上台展示的机会，让大家爱上英语。

作业布置

1.Write down your own story

2. Preview P38 and finish the Project Book

3. Read the listening materials

板书设计

Unit 5  What were you doing when the rainstorm came?

                    Section B 1a-1d

   Language goal:

1.While Mary was having breakfast , I was....

2. Maybe when he woke up / got out/ ..., ____________

3. Perhaps while he was walking, _______________

                                                              Groups: 

G1

                                                                  G2

                                                                  G3

                                                                  G4

                                                                  G5

                                                                  G6

教学反思

在Section A学习了when&while的常用用法，但是学生们在实际中的应用还不熟练，所以在本课的前面部分，分别运用了游戏和头脑风暴的方式，既充分练习了句式，又为后面的展示生成做了充分的准备。

在听力环节的设计上，既考虑了课本的环节设计的合理性，加入了对于when&while句型在听力文本的学习，并通过小组活动把重点的句型和词组进行熟练掌握。

听力之后，在全班进行故事的创编，既运用了when&while的句式，又激发学生的兴趣，且给了他们一个想象空间。

在上面环节的层层递进，步步扎实推进后，学生们的小组活动进行的很顺利。

不足之处：1. 听力课上没有跟读模仿，只能留成课后的作业

2.虽然有了预习解决生词，小组解决重点词组和句型的意思，但对于知识点的处理不够多