初中英语人教版（2024）八年级下册（2024）Section A表格教学设计

这是一份初中英语人教版（2024）八年级下册（2024）Section A表格教学设计，共5页。教案主要包含了What，核心词汇，核心句型等内容，欢迎下载使用。
教材分析
【What】本课时语篇主题为人与自然——Nature’s Temper（自然的脾气），核心语法板块为Grammar Fcus，聚焦过去进行时（Past Cntinuus Tense）的用法，以及when/while引导时间状语从句的区别与运用。4a环节：通过问答句呈现过去进行时的语境，要求学生划出表示过去持续动作的动词，直观感知“过去某一时刻/时间段正在进行的动作”这一语法概念；4b环节：通过句子合并练习，强化when/while在时间状语从句中的用法差异；4c环节：通过语篇填空，在完整语境中综合运用was/were、when/while，实现语法知识的语用落地；4d环节：通过角色扮演采访，创设真实交际场景，让学生在口语输出中内化语法结构，实现语言运用。
【Why】语篇旨在帮助学生掌握过去进行时的核心用法，理解“过去持续动作”与“过去短暂动作”的时间逻辑，提升在真实语境中描述过去事件的语言能力；引导学生认识极端天气的特点，了解灾害中的应对方式，培养安全意识、应急素养，同时通过“龙卷风拉近邻里距离”的语篇内容，传递“困境中互助、共渡难关”的人文精神，落实人与自然、人与社会的核心素养。
【Hw】本课时语篇以板块遵循“感知-操练-运用-产出”的语法教学逻辑：以问答句呈现语法结构，让学生在语境中识别过去进行时；通过句子合并、语篇填空，强化语法形式与规则；交际产出（4d）：创设采访情境，实现语法知识的真实运用。语法点聚焦于用过去进行时结构 was/were + ding ，描述过去某一时刻/时间段正在发生的动作；以及 when （接短暂性动作，一般过去时）、 while （接持续性动作，过去进行时）的用法区别；用when/while连接两个过去发生的动作，清晰表达动作的时间先后与伴随关系；在真实场景中（如采访、分享经历）运用语法结构进行口语交际。所有例句、语篇均围绕“极端天气”主题，语言真实、贴合生活，符合初中学生的认知水平；句式丰富：涵盖特殊疑问句、陈述句、时间状语从句等多种句式，覆盖听说读写多维度训练。
学情分析
K(Knw)--已知
W(Wnder)--想知/未知
L(Learn)--能知
学生已掌握一般过去时的用法，能描述过去发生的短暂性动作；已学习现在进行时 be + ding 的结构，理解“进行时”表
过去进行时的核心概念：“过去某一特定时间/时间段内持续进行的动作”，以及与一般过去时的本质区；when 与 while 引导
通过语境感知、对比操练，掌握过去进行时的结构、用法，以及when/while的区别，能完成语法练习并在简单语境中正
示“正在进行的动作”的核心逻辑，可通过类比迁移学习过去进行时；对“台风、暴雨、龙卷风”等极端天气有生活认知，熟悉相关话题词汇，为语篇理解和语境运用奠定基础；具备基础的句子合并、语篇填空等语法操练能力，能完成基础的机械性练习。
时间状语从句的用法差异：何时用when、何时用while，从句时态的选择规则； 过去进行时在真实语境中的灵活运用：如何在口语交际、语篇写作中准确使用该时态描述事件；极端天气场景下的应急表达、相关拓展词汇，以及灾害中互助的文化内涵。
确运用；能在教师引导下，区分过去进行时与一般过去时，理解“持续动作”与“短暂动作”的时间逻辑，提升语法辨析能力；能借助4d的采访情境，运用目标语法进行口语交际，分享极端天气中的经历，实现语言输出；能通过语篇学习，深化对极端天气的认知，提升安全意识与应急素养，理解互助的人文意义。
核心素养教学目标
通过本课学习，学生能够：
语言能力：掌握过去进行时的结构 was/were + ding ，理解其“过去某一时刻/时间段正在进行的动作”的含义，能正确使用该时态描述过去的持续动作；掌握 when 与 while 引导时间状语从句的用法区别，能正确运用when/while合并句子、完成语篇填空；能在采访等真实情境中，运用目标语法进行口语交际，清晰描述极端天气发生时的动作与经历；
学习能力：能通过类比现在进行时，自主归纳过去进行时的结构与用法，提升语法学习的迁移能力；能通过4a-4d的分层练习，掌握“感知-操练-运用”的语法学习方法，提升自主学习与合作学习能力；能在语境中总结when/while的用法规律，形成语法学习的归纳意识，提升语言学习的策略性；
思维品质：能对比过去进行时与一般过去时的差异，辨析“持续动作”与“短暂动作”的时间逻辑，提升逻辑思维与辨析能力；能在语篇学习中，分析极端天气的影响与应对方式，提升批判性思维与问题解决能力；能通过采访情境，创编对话、分享经历，提升创造性思维与口语表达的逻辑性。
4.文化意识： 了解极端天气的特点与危害，掌握基本的应急避险知识，提升安全意识与自我保护能力；理解“灾害中邻里互助、共渡难关”的人文精神，培养关爱他人、团结协作的品质；树立“尊重自然、顺应自然”的理念，增强人与自然和谐共生的意识。
完成课时目标所需的核心语言如下：
【核心词汇】
pwer, warn sb. f sth., mve ff, sleep sundly, rain cats and dgs, thick black cluds, beat against, safe rm, hide frm, laugh, step utside, trnad,
【核心句型】
--What were yu ding while it was snwing heavily?
--I was travelling n the train then.
--What were yur family ding when the typhn hit?
--My children and I were reading tgether.
When my neighbur called, my family were having dinner.
We were driving hme when the strng winds started.
While we were driving hme, the strng winds started.
It was raining hard while we were driving back.
教学重难点
教学重点：掌握过去进行时的结构、含义及基本用法，能正确使用 was/were + ding 描述过去的持续动作；掌握 when 与 while 引导时间状语从句的用法区别，能正确运用when/while连接句子、完成语篇填空；能在真实语境中运用目标语法进行口语交际，描述极端天气中的经历。
教学难点：准确区分过去进行时与一般过去时，理解“持续动作”与“短暂动作”的时间逻辑，在语境中正确选择时态；灵活运用 when 与 while ，根据动作的持续性/短暂性正确选择引导词，避免时态与引导词的误用；在真实交际场景中，自然、准确地运用过去进行时进行口语输出，实现语法知识的语用落地。
教学过程
教学环节
教师活动
学生活动
设计意图
Lead in
情境导入
1.Greet the students.
2.Shw a picture t set a situatin
Billy:Last week, Lisa and her family met a terrible typhn n the way hme. What happened next? Let’s watch!
1.Say hell t the teacher.
2.Get knwn the bjects in this perid thrugh the stimulated situatin.
以极端天气情境导入，紧扣单元Nature’s Temper主题，快速吸引学生注意力，激活学生对极端天气话题的生活经验与已知词汇。 自然引出本课核心语法情境，为后续过去进行时与 when/while 的学习搭建语境桥梁，明确课时学习目标。
Presentatin
学习理解
Play a AI vide f a cnversatin between a reprter and a girl. The cnversatin is adapted frm the Grammar Fcus.
Reprter:What were yu and yur family ding when the strng winds started?
Girl:We were driving hme When the strng winds started. And it was raining hard while we were driving back
T:What happened t the girl and her family next?
What were ther peple ding during the natural disasters?
2.Ask the students t read the sentences and underline the verbs which shw an nging actin in the past.
3.Intrduce Past Prgressive Tense and its time markers.
4.Thrugh shwing the explanatin and examples, guide Ss t learn the structures f Past Prgressive Tense.
4.Explain frmatin f Present Participle with examples.Then ask the students t read it and memrize it. Then prvide sme exercise t
5.Shw three sentences which cntains “while” and “when” , ask the students t read them and guide them t think abut the differences between when and while.
Explain their usage and shw sme examples t help them understand the usages.
6.Explain the usage f cntinuus verb and instantaneus verb. And guide them t knw the differences between when and while.
Watch a vide and answer a questin.
Ss:Her family and she were driving hme when the strng winds started. And It was raining hard while they were driving back.
2.Read the sentences. Underline the verbs which shw an nging actin in the past.
3.Learn the definitin f
Past Prgressive Tense adverbs and its time markers .
Observe examples and listen t the teacher t learn the structures f Past Prgressive Tense.
4.Under the guidance f the teacher, try t learn the frmatin f Present Participle with examples. Try t read it and memrize it. Then d sme exercises t have a practice.
5. Under the guidance f the teacher, try t learn the usage f “while” and “when”.
6.Learn the usage f cntinuus verb and instantaneus verb. Then get knwn mre differences between when and while.
采用 AI 对话视频呈现真实、完整的交际场景，让学生在原汁原味的语言输入中直观感知过去进行时的使用场景与句式结构，遵循 “从语境中感知语法” 的初中英语教学原则。
按照 “识别持续动作→理解时态定义→学习结构构成→辨析 when/while 差异” 的顺序展开，层层递进、由浅入深，符合学生从具体到抽象的认知发展规律。
通过类比学生已学的现在进行时（be+ding），帮助学生快速迁移语法逻辑，理解过去进行时 “过去某刻正在进行” 的核心含义，降低语法规则记忆难度，培养知识迁移能力。
明确区分短暂性动词与持续性动词，并结合例句对比 when/while 用法，帮助学生建立 “动作性质决定时态与引导词选择” 的逻辑思维，从根源上突破本课语法难点。
通过观察例句、自主发现、教师点拨归纳的方式，让学生主动参与语法规则的构建，而非被动接受，提升语法学习的主动性与理解深度。
及时巩固：穿插小练习即时检测理解情况，及时纠正错误认知，确保学生扎实掌握时态结构与引导词基本用法。
Practice
探究应用
Anna:We've als welcmed Haita t ur class. He'd like t share his stry abut the typhn with us.Can yu help him?
Ask the students t read sme sentences abut Haita's experience during the typhn. Guide the students t use when and while t cmbine each pair f sentences. Then ask several f them t check the answers.
Ask the students t fill in the blanks with the crrect frms f the wrds in the bx and retell Haita's stry.
Play a vide abut trnad.
Anna:Have yu ever experienced a trnad? What were peple ding when a trnad came?Let's read my friend's stry.
Guide them t read the stry and cmplete the passage with was, were, when, r while.
Ask the students t think abut the questins and have a talk t express their ideas.
T:Why did Jenny's Dad tell her little sister they were hiding frm an angry lin, instead f a real trnad? What is Jenny's father like?
The stry says "The trnad was scary, but it als brught everyne clser tgether." What des this sentence mean?
Read sme sentences abut Haita's experience during the typhn. Cmbine each pair f sentences using when r while.
Suppse yu are Haita. Fill in the blanks and retell Haita's stry.
Watch a vide abut trnad.
Ss:It’s abut trnad.
Then read the stry abut trnad and cmplete the passage with was, were, when, r while.
Ss:1.was; 2. while; 3. were; 4.when; 5.were.
Think abut the questins and have a talk t answer the questins.
Sa:Because he wanted t make his little daughter nt scared. A trnad is t scary fr a kid, but a lin in a stry is easier fr her t accept. Her Dad is kind, smart and lving. He lves his kid and knws hw t take care f her. /...
Sb:...
层层递进：设计句子合并→语篇填空→问题探究三阶练习，实现从机械操练→意义操练→语用理解的逐步提升，符合语法 “学 — 练 — 用” 的内化路径。
语篇依托：所有练习均以台风、龙卷风真实语篇为载体，让语法练习始终置于完整主题语境中，避免孤立、枯燥的纯句型训练，落实 “语法服务于表达” 的教学理念。
主题融合：将语言训练与极端天气知识、灾害应对、人文情感相结合，在练习中渗透安全教育与人文关怀，实现语言学习与核心素养同步发展。
能力培养：通过合并句子训练逻辑衔接能力，通过语篇填空训练语篇理解与语法运用能力，通过开放性问题培养批判性思维与表达能力，多维提升学生语言素养。
文化渗透：借助 “龙卷风拉近邻里距离” 的语篇内容，引导学生理解困境中互助的精神，培养善良、团结、友爱的品质，落实文化意识与情感态度目标。
Prductin
迁移创新
1. Wrk in pairs
Ask the students t find their wn partners.
2. Explain the task: Imagine that yu are a reprter. Interview a member f Jenny’s family and find ut what he r she was ding arund the time f the trnad.
3. Teach the students hw t ask questins and als prvide sme useful expressins like “A: What were yu ding when the trnad hit?
B: My family and I were hiding in a safe rm.”
4.Lead them t shw their wrk.
1.Each shuld find a partner t wrk with.
2.Get knwn the rule s f the task:Imagine that yu are a reprter. Interview a member f Jenny’s family and find ut what he r she was ding arund the time f the trnad.
3.Use the useful expressins prvided by the teacher t make cnversatins with partners.
4. Share the wrk.
创设记者采访真实交际任务，为学生提供口语输出平台，推动语法知识从 “输入理解” 向 “输出运用” 转化，落实语言能力核心素养。
采用结对合作形式，培养学生合作学习、主动表达、逻辑创编能力，提升课堂参与度与互动性。
任务紧扣本课语篇内容，让输出有依托、表达有支架，降低口语表达难度，帮助学生自然、准确运用过去进行时与 when/while 进行交流。
鼓励学生分享个性化经历，激发创造性思维，实现语法知识的真实语用落地。
Language
Pints
1. When Jenny lked up, thick black cluds were frming in the sky, and the rain was beating against their rf.珍妮抬头望去，天空中乌云密布，雨点正噼里啪啦地敲打着他们的屋顶。
lk up 抬头看;向上看;查阅 beat against （雨、风、浪等）拍打;敲打;撞击
2. Dad gave her sme chclate and tld her that they were hiding frm an angry lin.爸爸给了她一些巧克力，告诉她他们正在躲避一头发怒的狮子。
hide frm sb./sth. 躲避某人/某物
3. Peple were asking ne anther if they were safe while sme were starting t clear the streets. 人们互相询问是否安全，与此同时，有些人已经开始清理街道。
ne anther= each ther 彼此,互相
Exercise
Ⅰ.单项选择。
1. She __________ when the UFO arrived.
A. was shpping B. shpped C. shps
2. __________ my father was watching TV, I was drawing.
A. When B. While C. Befre
3. I was reading __________ he kncked at the dr.
A. while B. when C. since
4. What __________ yu __________ at nine yesterday mrning?
A. did; d B. are; ding C. were; ding
Ⅱ.用所给动词的适当形式填空。
1. I _______________ (watch) TV at 8:00 last night.
2. They _____________ (play) basketball when it rained.
3. My mm ____________ (ck) while my dad ____________ (read) newspapers.
4. —What _______ yu _______ (d) at this time yesterday?
—I ____________ (d) my hmewrk.
5. The students __________________ (nt talk) when the teacher came in.
Ⅲ.用 when 或 while 填空。
1. __________ I was walking hme, it began t snw.
2. He was reading a bk __________ the phne rang.
3. __________ she was listening t music, her brther came.
4. We were sleeping __________ the earthquake happened.
5. __________ they were playing games, I was ding husewrk.
Summary
归纳总结
Ask the students t sum up the new wrds, grammar and sentences .
Have a summary f the new wrds, grammar and sentences with the T’s help.
引导学生自主总结本课时的核心词汇、语法规则和重点句型，帮助学生梳理知识脉络，构建系统的知识体系，强化记忆效果。
分层作业设计
A层： 基础巩固
绘制思维导图总结本堂课的重点词汇和核心语法。
B层： 能力运用
利用形容词的比较级和最高级，比较国内外同类型的自然景观。
C层： 拓展挑战
利用网络资源搜寻我国最具特色的自然景观并在班级分享。
板书设计
Unit5 Nature’s Temper
Sectin A(Grammar--4c)
教学反思