人教版（2024）八年级下册Unit 5 What were you doing when the rainstorm came? Section B教案

这是一份人教版（2024）八年级下册Unit 5 What were you doing when the rainstorm came? Section B教案，共3页。教案主要包含了教学目标，教学重点，教学难点，Teaching steps等内容，欢迎下载使用。

教材分析
本单元教材以“谈论过去某个时间某人正在做什么”为中心话题。学习和运用几个常见的句型: —What were yu ding when the rainstrm came?—I was ding my hmewrk./What were peple ding at the time f the rainstrm?/ My alarm didn’t g ff s I gt up late./Ben was helping his mm make dinner when the rain began t beat heavily against the windw./ Kate realized her bag was still at hme./We were having fun in the playgrund when the schl bell rang.等,让学生学习过去进行时。在学习过程中，学生在交流中，能促进师生之间的感情。Sectin A 主要学习g ff, pick up, fall asleep, die dwn等几个常见的动词短语及过去进行时。通过短文“ The Strm Brught Peple Clser Tgether”来介绍Ben 所记忆的暴风雨及自己在那时所做的事情，增加了学生的阅读量，也训练了过去进行时。Sectin B安排了听、说、读、写的任务，通过“D Yu Remember What Yu Were Ding?” 让学生学到一些阅读技巧。教师在教学中应合理利用课本上的知识进行教学。
一、教学目标
1. 知识目标：
Wrds and Phrases:
passage ,pupil, cmpletely, shcked, silence ,recently ,terrrist, date, twer, truth , in silence, take dwn , at first
Sentences:
1. Peple ften remember what they were ding when they heard the news f imprtant events
in histry.
2. My parents did nt talk after that, and we finished the rest f ur dinner in silence.
3. Mre recently, mst Americans remember what they were ding when the Wrld Trade Center in New Yrk was taken dwn by terrrists.
2. 能力目标：
（1）通过文章标题和插图等获取文章的主旨大意，训练学生快速阅读的技巧。
（2）训练学生运用扫读，快速获取相关信息的能力。
(3 ) 学会谈论当重大事件发生的时候正在进行的动作，也就是过去进行时的运用。
（4）能简单复述文章。
3. 情感目标：
（1）了解美国民权运动领袖马丁•路德•金
（2）了解震惊世界的9•11恐怖袭击事件
（3）通过学习，学会珍藏记忆，珍惜生活。
二、教学重点：
1.过去进行时的用法。
2.本节课所学单词、短语和句子。
3.利用过去进行时谈论发生的事情。
三、教学难点：
1.本节课所学单词、短语和句子。
2.学会谈论当重大事件发生的时候正在进行的动作，也就是过去进行时的运用。
四、Teaching steps（教学步骤）
Step1. warm-up（热身活动）
Free talk:
---What were yu ding at8:00 last night?
----I was ding my hmewrk.
老师问三四名学生，然后问What was he/ she ding? 转换到第三人称。
设计意图：复习过去进行时，同时练习听说。
Step2. Lead-in（导入：读前）
A. 大屏幕展示马丁路德金的图片，直接导入。
1. T：D yu knw this man?
S1: N.
S2: Yes. Martin Luther King.
T: Yes, very gd. Let’s read a shrt intrductin abut him.
2. 给出马丁. 路德 . 金的简单介绍.
B. 大屏幕展示世贸大厦的图片
T：D yu knw this famus building?
S1: N.
T: It’s WTC ------Wrld Trade Center.
设计意图：快速地把学生引入将学的知识中。
Step3. Reading Strategy: Skimming（略读）
(1) Reading the Title and the First Sentences (Wrk n 2a)
T: One f the reading skills is t read the title f the passage – this helps yu understand the text. It is als a gd idea t read the first sentence f each paragraph befre yu read the whle text.
（2）The first reading (Wrk n 2b)
T: Read the whle passage quickly and find the answers t the tw questins.
1. What are the tw events in the passage?
2. When did they happen?
学生开始快速阅读文章，老师可以在课室走动，一边监督学生阅读文章，一边给予相
应的指导。尤其是阅读技巧的指导。学生完成后，找学生回答问题。
（3）The secnd reading (Wrk n 2c)
T: Read the passage again and finish 2c. Read the statements and decide if they are true, false, r the infrmatin is nt given.
学生继续开始快速阅读文章，同理的，老师可以在课室走动，一边监督学生阅读文章，一边给予相应的指导。学生完成后，给出相应的答案。
（4）The third reading (Wrk n 2d)
T: Ok, after reading fr tw times, we have knwn the main idea f the passage
Nw, let’s read the third time and try t finish 2d. Underline sentences frm the passage with similar meanings t these sentences.
学生再一次开始快速阅读文章，老师可以仍然需要在课室走动，一边监督学生阅读文章，一边给予相应的指导。学生完成后，在文章找出相关的答案。
设计意图：通过重复几遍地阅读文章，让学生对文章有个整体的了解，便于接下来的精读学习。
Step4. Intensive reading ( 精读 ) (The furth reading)
T: Let’s read the passage paragraph by paragraph.
找4组学生，一个读，另一个翻译，教师讲解文章中重点字词句，对于相关知识点，在黑板上给出清楚的板书。
设计意图：精读能让学生对文章有更深层次的把握，便于接下来的复述练习。
Step5. Retelling（复述）
教师给出文章的简单叙述，抽掉一些空，方便学生的完成
T: Nw cmplete this paragraph abut the passage by filling in the crrect wrds.
Peple ften remember what they were ding when they heard the news f imprtant events _____ ______. Fr American peple, they remember what they were ding ____ April 4, 1968. On that day, Dr. Martin Luther King ______ _______. Rbert Allen is nw _____ 50, but he was a schl pupil ____ _____ _____. He heard the news _____ _____ _____ when they were eating dinner. After that, they just finished dinner _____ _________. On ______________ 11, 2001, the Wrld Trade Center____ ______ ______ by ___________. Kate Smith will never frget this event. She was ____ scared _____ she culd hardly think clearly after that.
设计意图：复述文章能让学生进一步巩固学的文章。
Step6. After reading: Discussin (读后的讨论) (Wrk n 2e)
T: Ok, nw, let’s have a discussin. Hw much d yu remember abut the events in the passage?
Have Ss wrk in pairs. Each f them writes dwn sme questins t ask their partner. Have Ss take turns t ask and answer questins. Walk arund the classrm and mnitr.
T: Nw let’s talk abut an imprtant event that yu remember. What were yu ding when it happened?
Have Ss express their ideas.
If time allws, have a few pairs f Ss share what they have talked abut t the class. Encurage them t use the structure “He/She was … when … happened.” as they reprt t the class what their partner has said.
(给学生练习的时间)
设计意图：复习文章中的重大事件，进一步加深对文章的掌握。
Step6. Hmewrk
1. Read the new wrds learned in this lessn alud.
2. Written:
Make a survey abut yur classmates’ imprtant event. What were they ding?
设计意图：通过练习巩固所学知识。
Bard Design板书设计
教学反思：
Unit 5 What were yu ding when the
rainstrm came?
Perid4 Sectin B（2a-2e）
1.The vcabulary: passage,pupil,bell,cmpletely,shcked,recently,date,twer,realize,truth, in the playgrund,in silence,at first
2.Target language:
（1）We were having fun in the playgrund when the schl bell rang.
（2）D yu remember what yu were ding?
（3）I had truble thinking clearly after that because I was very afraid.