人教版（2024）八年级下册Unit 5 What were you doing when the rainstorm came? Section B教学设计及反思

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教学设计及反思，共9页。教案主要包含了教学目标，课前准备，教学过程，翻译探究，本节课亮点，不足之处，使用建议，参考答案等内容，欢迎下载使用。
Unit 5 What were yu ding when the rainstrm came?
第五课时Sectin B 2a-2e
【教学目标】
一、功能：Learn t talk abut past events
二、词汇和常用表达：Learn t read, spell and use the new wrds, phrases and sentences.
Curriculum wrds: passage,silence,date,twer,truth,cmpletely,recently and s n.
Useful phrases: in silence, turn dwn, at first and s n.
Sentences: My parents were cmpletely shcked.
She remembers wrking in her ffice near the tw twers.
I was s scared that I culd hardly think clearly after that.
三、学习策略：Guide the students t btain the gengeral idea f the passage by predicting the title and illustratins and master the reading skills f skimming.
四、文化知识：Lead the students t get t knw a famus American civil rights leader --Martin Luther King,Jr. and the 911 Terrrist attacks in American histry.
【课前准备】背景知识
1. Martin Luther King,Jr. 马丁·路德·金（1929--1968）
他是世界知名的美国民权运动领袖。在20世纪50-60年代，
他为改善美国黑人的社会权利及地位做了大量的工作。1963
年8月在林肯纪念堂前以《我有一个梦想》（I Have a Dream）
为题发表了意义深远的著名演讲，迫使美国国会在1964年通
过《民权法案》宣布种族隔离和种族歧视政策为非法政策。
1968年4月，马丁·路德·金前往孟菲斯市领导工人罢工遭
遇枪击，遇害时年仅39岁。
作为黑人领袖，他生前赢得美国各阶层人民的广泛尊重和爱戴，为世界所关注，1964年荣获“诺贝尔和平奖”。
2. Wrld Trade Center 世界贸易中心
简称“世贸中心”，是一个由两座并立的、有110层411米高的
塔式摩天楼(被称作“双子塔”)、四座办公楼和一座旅馆组成的
建筑群，主体于1973年建成使用，曾以世界最高的双子塔闻名
于世，是美国纽约的地标之一。2001年9月11日，恐怖分子劫
持两架民航客机先后从不同方向撞向世贸中心的双子塔楼，两栋
塔楼随后相继倒塌，这就是举世震惊的“9·11事件”。本来在
美国911是作为报警电话号码的，恐怖分子选择9月11号显然是对美国的挑衅。
(设计意图:此部分为课前准备环节，老师可以把相关背景知识以学案或课件的形式展示给学生，让他们对以上背景知识有所了解，为后面的阅读活动做知识铺垫。)
【教学过程】
Step I. Teaching Aims：
Tell the Ss they are ging t learn Unit 5 What were yu ding when the rainstrm came? Sectin B 2a-2e.
And shw students the learning aims f this lessn.
(设计意图:上课伊始，向学生展示学习课题与学习目标，帮助他们明确这一节课的学习任务所在。)
StepⅡ.Pre-reading activities
1. Preview
(1)Preview the new wrds
Let the students t read the new wrds accrding t phnetic symbls (音标). Then check the prnunciatins.
(2) Ask the students t pen their bks t P38 and read 2b by themselves. Then say ut these phrases and sentences rally accrding t the Chinese. If pssible, they can clse their bks and write them dwn..
①沉默、无声_______________________
②剩余的……__________________
③摧毁;卸;记下_______________________________
④尽管一些人可能不记得是谁杀害了他，但他们记得当他们听到这个消息时他们在做什么。
_________________________________________________________________
⑤我父母完全震惊了。________________________________________________
⑥这是凯特·史密斯永远不会忘记的一天。______________________________
⑦我如此的害怕以至于此后几乎想不清楚。______________________________
(设计意图:让学生提前感知课文，掌握重点的单词、短语或了解一些难句，便于学生理解和掌握课文。这样也可以促使学生养成必备的预习习惯，为其今后的学习打下基础。)
2. Warming up and leading in
(1) Having a free talk with students.
T:Bys and girls,d yu knw what’s the date?
Ss:Yes.It’s April,the furth,2014.
T:Yeah,it’s a beautiful spring day. We culd see the leaves spruting n the trees and the flwers blming n the grund. All things seem harmny and peaceful. But there still was smething terrible that happened last mnth. D yu knw what they were?
Ss: Yes.On Marth 1,2014, terrists attacked in Yunnan Kunming Railway Statin.And n March 8,2014, Malaysia Airlines flight 370 vanished.(If students can’t say them in English,they can say in Chinese.)
T: Hw did yu feel when yu heard the news?
S1: I felt shcked.
S2: I felt wrried.
S3: I culd hardly think clearly after that.
…
T: It’s nrmal t have these feelings. And I had the same feelings with yu. I remember I was lking after my daughter when I heard the news f Kunming,and I was ding chres when I heard the news f MH370. D yu still remember what yu were ding then?
S4: I was watching TV when I heard the news f Kunming.
S5:I was ging shpping when I heard the news f Kunming.
S6: I was taking n the pnne when I heard the news f MH370.
S7: I was ding my hmewrk when I heard the news f MH370.
…
T: We can remember what we were ding clearly when we heard
the news. Tday we will learn t read a passage -–D Yu
Remember What Yu Were Ding? Let’s cme t 2a.
(2) 2a Lk at the title and the pictures in the passage.


①Ask students t read the title and predict what the passage may be abut .
②Lk at the first picture.Then ask and answer questins with students.
T: What can yu see in the first picture?
Ss: We can see a man.
T: D yu knw the man?
Ss: Yes./ N.(Sme may say yes and sme may say n.)
T: (Ask the students wh say yes) What’s his name?
S1: He is Dr.Martin Luther King.
T: What was he ding in the picture?
S2: He is waving his hand.
S3: He is talking.(The teacher can help t say crrectly: He is making a speech.)
T: Let watch a vide-- I Have a Dream made by Martin Luther King.
T: When did he die?
S4:He died in 1968.
T: Hw did he die?
S5:He was killed.
③Lk at the secnd picture.Then ask and answer with students questins.
T: What can yu see in the secnd picture?
Ss: We can see sme bulidings.
T: What happened t the bulidings.
S6:They had a big fire.
S7:They were taken dwn.
T: Nw we have knwn that the man wh was called
Dr.Martin Luther King in the first picture was killed
and the buildings in the secnd picture were taken dwn.
Then what d yu think the passage is abut？
Ss:The passage will talk abut the past events.
T: S nw we knw that the title and pictures can be helpful fr yu t understand a text. It is als a gd idea t read the first sentence f each paragraph befre yu read the whle text.
(设计说明：（1）部分是利用刚刚过去的2014年3月份发生的众所周知的两件事来引导学生回忆自己过去听到事件时的感受和运用过去进行时来谈论过去正在进行的动作，并导入到新课D Yu Remember What Yu Were Ding?，一方面复习运用上一节课所学内容，另一方面导入新课，为学生创造一定地学习氛围。（2）部分引导学生学会通过文章标题和插图来预测文章大意，老师根据学生的活动，适时点拨，引导学生了解一些阅读策略。另此部分设计时也可以让学生分组讨论，以小组合作的形式去发现标题和插图对阅读文章的帮助性作用。)
Step Ⅲ While-reading activities
1. Fast-reading
Read the passage fast and silently t find the general idea.
The main idea f the article is abut_____.
A. tw imprtant events
B. what Rbert Allen and Kate Smith were ding
C. what Rbert Allen and Kate Smith were ding when the tw imprtant events happened
(设计意图: 该任务意在引导学生速读课文，通过回答问题来实现对课文的整体感知。因为学生要回答这个问题，必须运用略读的技巧捕捉有用的信息，进而获取文章的大意，不要求学生获取所有细节信息。)
2. Carefully-reading
Read the passage carefully and silently t find the specific ideas.
Give the students three tasks.
Task 1: Read the first and secnd paragraghs carefully,then finish the questins belw.
(1 )Are the fllwing ststements true (T) r false (F).
Then ask students t check the answers.
(2 ) Fill the chart using the infrmatin in the passage.
Ask students check the answers in grups.
Then the teacher can encurage students t try saying smething abut the first tw paragraghs accrding t the infrmatin in the chart abve.
Fr example :
Martin Luther King was killed n….When Rbert Allen and his family heard the news, they were…. His parents were…, they finish the rest f the dinner…
Task 2: Read the third and furth paragraghs carefully,then finish the questins belw.
Then ask the students t shw the answers.
Task 3: Read the whle passage nce mre t find sentences frm the passage with similar meanings t the nes belw.
①Nt everyne will remember wh killed him, but they can remember what they were ding when they heard that he gt killed.
______________________________________________________________
②N ne said anything fr the rest f dinner.
_______________________________________________________________
③I had truble thinking clearly after that because I was very afraid.
_______________________________________________________________
(设计意图:此为细读环节，目的是锻炼学生寻找细节的能力。结合课本P38的内容，分段进行阅读，任务设置从易到难。
第一个部分要求学生阅读一二两段，阅读任务以判断对错和以表格的形式设计，意在引导学生注意阅读材料的细节问题。在完成任务时，要求学生仔细默读短文，找到有用信息，记录在表格中，并能根据表格信息进行简要复述课文。
第二个部分要求学生阅读三四两段，阅读任务以考试时阅读表达的形式来设计的，意在引导学生把握有效信息，体验各种阅读题型。
第三个部分是对整个文章的再读，整体把握与理解。）
Step Ⅳ Pst-reading activities
1. Students listen t the tape and try t retell the article accrding t the key wrds.
Befre listening, ask students t pay attentin the prnunciatin f the new wrds.
Then ask students t retell the article accrding t the key wrds.




（设计意图：这个任务是关于课文内容的复述，授课老师可分层次要求：程度中下等的学生可看提供表格中的词句复述；成绩优秀的学生，可用自己的语言复述。此环节在于培养学生们复述课文的能力，让他们在了解文章的基础上，使所学知识达到内化，并锻炼他们的思维能力、口头表达能力。）
2. Grup wrk
(1)Shw students a grup f pictures.
Then ask students t discuss the questins in grups.
①Why peple in the passage had such feelings when they heard the news befre ?
②Why peple still remember what they were ding s clearly thugh the events passed s lng a time?
(The teacher can als play the vide abut the destructin f the Wrld Trade Center t help students understand the peple’s feeling better.)
(2)Make a survey in grups f fur, and ask students t talk abut their wn unfrgettable events.
Then they can make a reprt like this:
(设计意图：单纯的阅读，学生似乎只能获得一定的信息，而通过图片或视频的观看，可以帮助学生更好的了解为何文章中的Rbert Allenm 和 Kate Smith对往事记忆如此清晰并有深刻的感情。生活就是知识，学生们也一定或多或少有他们难以忘怀或记忆深刻的事情，
让学生们根据自己的实际情况，组内讨论分享难以忘怀的事情，体现了小组合作及综合运用文章内的有用信息的能力。）
StepⅤ Emtinal educatin
T:After reading the tw sad events and seeing the pictures abut the cllapse f the Wrld Center ,hw did yu feel?
S1: I felt shcked.
S2: I felt sad.
S3: I culdn’t believe my eyes.
…
T: I have the same feeling as yu.Many peple lst their lives in the events.S what shuld we fight fr?
Ss: Wrld peace.
T: Yes.I have a dream.I want ur wrld t be peace, safety, health, and n wars.But nw we need t prepare fr the wrst.If yu unfrtunately experience a terrrist attack like the 3·01 attack in Yunnan Kunming Railway Statin, what shuld yu d ?
S4: I may run.
T: Yeah,if yu can ran ut,d it withut thinking twice.Yu asl need t leave yur belngs behind and help thers escape if pssible. Call 110 when yu are safe.But if yu can’t get ut safely, what shuld yu d ?
S5:I will fight with the terrrists.
T: N.As a last chice,nly if yur life is in danger.First,please keep yurself calm and avid pinting r yelling.Meanwhile,yu shuld find a place t hide. Then,silence yur phne r turn ff the lights and remain very quiet.Remember yur actin makes a difference t yur life.There are three things yu can d t make a difference---Run, Hide and the last is Fight.
（设计意图：情感教育是教育的一部分，贯穿和渗透于教育的各部分及始终。这里是在上一环节的调查活动之后，引导学生了解恐怖主义活动对我们社会及我们自己生活的影响，并倡导学生做自己力所能及的事情来保护自己，维护和平或力争将来为反对恐怖主义活动做出自己的贡献。)
StepⅥ Inquiry int knwledge by translatin
On this day,Dr.Martin Lunther King was killed.
…when the Wrld Trade Center in New Yrk was taken dwn by terrrists.
____________________________________________________________
____________________________________________________________
以上两句中主语和动词间是_______（主动/被动）关系，翻译成汉语要用“______”。“was+动词的过去分词”是一般过去时的_________。如：
①这座大楼是去年建成的。This building ______ ______ last year.
②这本书是鲁迅1925年写的。This bk ______ ______ by Lu Xun in 1925.
二、This was a day Kate Smith will never frget.
____________________________________________________________
Kate Smith will never frget 在句中作a day 的_______，叫_______语从句，起到______________的作用,关系代词有_______ /_______/_______,因为在定语从句中作宾语，可以_______。如：
①我丢了你给我买的铅笔。I lst the pencil (_______/_______)yu _______ fr me.
②这就是我经常谈到的那个朋友。This is the friend_____________________________.
三、She remembers wrking in her ffice near the tw twers.
____________________________________________________________
句中wrking in her ffice作_______语。remember 是_______词，意为“_______”，其后可以跟动词不定式或动名词作_______语，但是意义不同。_____________________表示“记得去做某事(还没做)”；_____________________表示“记得做过某事(已做过)”。如：
①我会记得告诉她这件事。I will remember __________her abut it.
②你不记得昨天已经告诉过我了吗？Dn’t yu remember ________me abut it yesterday?
拓展：有类似用法的短语还有：____________________表示“忘记做某事(还未做)”；_____________________表示“忘记做过某事(已做)”。如：
③我昨天晚上忘记做作业了。 I frgt ______my hmewrk last night.
④我忘记我买过零食了。I frget _______ sme snacks.
【翻译探究】 答案：
就在这天，马丁·路德·金被杀。
…… 当纽约的世贸大楼被恐怖分子撞到的时候。
被动；被；被动语态 ① was built ② was written
二、这是凯特·史密斯永远不会忘记的一天。
定语；定；修饰或限定；wh /which /that ; 省略
①which / that ; bught ②wh / that I ften talk abut/f
三、她记得在这两个高楼附近的办公室工作。
宾；动；记得；宾；remember t d sth.; remember ding sth. ① t tell ② telling
frget t d sth.; frget ding sth. ③ t d ④ buying
（设计意图：授课老师可以将“翻译探究”的内容展示的课件上或导学案上，引导学生先自己独立完成题目，而后小组内部讨论或分享自己的答案，最后老师适当点拨学生认为比较难以理解的部分，以此来培养学生学习的自主性和合作探究的能力。）
StepⅦ Summary:
T:Hw much d yu remember abut the events in the passage? Yu can use the map-mind belw t test yur partner.
S1:What was the event in the first tw paragraghs?
S2:Dr. Martin Luther King was killed .
S1:When did Dr. Martin Luther King die?
S2:He died n…
（设计意图：学生可以根据教师提供的思维导图，检测彼此对文章内容的掌握，同时也可进行知识的自我梳理。）
Step = 8 \* ROMAN VIII The end-f-class test
一、用所给单词的适当形式填空。
1.Everyne sat there in __________(silent) lking at her.
2.N ne said __________(smething) fr the rest f the dinner.
3.We had truble __________(finish) the wrk in such a shrt time.
4. At __________(firstly) I didn’t want t g, but sn I changed my mind.
5.On April 4.1968, Dr King __________(kill).
二、根据提示翻译下列句子。
1.昨天晚上迈克来的时候我正在写作业。(When)
_________________________________________________________
2.当你离开房间时，请记得关灯。（remember）
__________________________________________________________
3.请记下这些精彩的英语句子！(take dwn)
___________________________________________________________
4.玻璃杯是被鲍勃打破的。（be+过去分词）
___________________________________________________________
5.当我听到这个消息的时候,我是如此的震惊以至于我几乎说不出话来。(s …that)
_____________________________________________________________
（设计意图：以当堂练习的形式，检测学生对本节课所学内容的掌握。）
Step Ⅸ Hmewrk
1. Master the wrds and phrases after class and try t retell the article.
2. Finish the exercises n the Exercise Bk(练习册) n page 27-28.
3. Preview fr the next lessn frm 3a t self-check f Sectin B.
【Blackbard design】
【本节课亮点】
1.本课的背景知识与预习环节是学生感知新知识、发展思维的重要部分。它可增强学生听课的目的性,提高听课效率，有利于为阅读做好准备。
2.导入环节，利用2014年3月份发生的众所周知的两件事来引导学生回忆自己过去听到事件时的感受和运用过去进行时来谈论过去正在进行的动作，并导入到新课D Yu Remember What Yu Were Ding?，复习了本单元的过去进行时，并自然过渡到新课的学习。
其次引导学生通过标题和插图来预测文章大意。
3.本课的阅读训练。让学生带着问题略读文章，找出文章的关键信息；然后让学生细读搜索信息判断对错，再带着表格里问题细读，理解文章的细节等。这些策略有利于学生逐渐提高寻找大意和细节的能力，促进他们对文章内容的深刻理解。
4. 读后的听、跟读、复述和小组调查等活动有利于学生内化所读内容，使所学知识得到升华。
5. 本课的情感教育的自然渗透。一方面倡导学生维护世界和平，另一方面，也教育学生假如遭遇恐怖活动时要有保持理智，迅速采取措施，保护自己的生命安全的意识。
【不足之处】
1.学生在阅读之后，老师的工作不能仅仅核对答案，更要让学生明白老师这样设计教学问题的目的所在，逐步提高学生的阅读文章，获取有用信息的能力。
2.各环节的过渡再自然流畅些，小组合作讨论及展示的时间再充分些，甚至让学生动手写出来，效果会更好。
【使用建议】背景知识与预习环节最好课前以学案的形式提前展示给学生，可以为课上学生争取更多的阅读时间。
【参考答案】
StepⅡ.Pre-reading activities
1. Preview
(2)① in silence ② the rest f .. ③ take dwn
④Althugh sme peple may nt remember wh killed him,they remember what they were ding when they heard the news.
⑤My parents were cmpletely shcked.
⑥This was a day Kate Smith will never frget.
⑦I was s scared that I culd hardly think clearly after that.
Step Ⅲ While-reading activities
1. Fast-reading C
2. Carefully-reading
Task 1: (1 )① F ② F ③ F ④ T
(2 )
Task 2:
① taken dwn ; terrrists ; September,11.2001
②She was wrking in her ffice near the tw twers.
③Even the date-- September,11.2001—has meaning t mst Americans.
④我如此的害怕以至于此后几乎想不清楚。
Task 3:
①Althugh sme peple may nt remember wh killed him, they remember what they were ding when they heard the news.
②My parents did nt talk after that, and we finished the rest f ur dinner in silence.
③I was s scared that I culd hardly think clearly after that.
Step = 8 \* ROMAN VIII The end-f-class test
一、1.silence 2.anything 3.finished 4.first 5.was killed
二、1.I was ding hmewrk when Mike came last night.
2.Please remember t turn ff the lights when yu leave the rm.
3.Please take dwn these wnderful English sentences!
4.The glass was brken by Bb.
5.When I heard the news, I was s shcked that I culd hardly say a wrd.