人教版八年级英语下册《nit 5 what were you doing when the rainstorm came.4a—4c》教案_17

1、Revision of unit 5教学设计年级：八年级课型：单元复习课课时：一节课（40分钟）一、 教学分析（1） 教学目标1. 能把新旧知识融汇贯通，运用已学词汇、句型描述过去的一件人和事。 2. 能听、说、读、写本课的核心句型：when和while引导的时间状语从句。3. 能运用阅读技巧读懂关于一段经历的文章，结合文意补充短文，并能分析问题，提取信息。 4. 能理解结果写作教学法和过程写作教学法，逐步掌握仿写的技巧，能独立完成话题写作。（二）教学重难点1. 基于语篇正确使用过去时与过去进行时。2. 区分when和while所引导的时间状语从句。3. 以读促写，完成本单元的话题写作。（三）

2、学情分析八年级的学生已具备一定的英语基本知识和技能，已经基本掌握教师的课堂用语和指令，在多媒体课件的帮助下能听懂、朗读英语单词和句子，在教师的指导下能完成相关的学习任务。1学生已掌握了What were you doing when ? I was doing. 句型，并能描述过去发生的人或事，同时对一些事故或危难的发生有一定的自保意识。2学生已具备一定的听、说、读、写能力，教学将从学生已有的生活体验作为切入点，在教师引导下运用所学词句进行表达和交流完成任务。（四）教情分析本节课是一节单元复习课，教学内容是结合语篇复习语法“过去时与过去进行时”，并整合本单元的话题“An forgettable

3、 ”，要求学生从语言的输入到语言的输出，努力完成话题写作。教学任务设计递进式教学任务，让学生开展同伴合作学习，发挥同学间合作互助的优势，通过生活和学习，懂得与同伴分享，懂得感恩，珍惜友谊。（五）教学思路尝试设计基于话题下的读写结合以及过程性写作教学任务，培养学生基于文本的语言组织能力和逻辑思维能力。大概流程如下：（六）教学方法活动教学法、任务型教学法二、教学过程Step I Warming up.1. Greeting.2. 2. Enjoy a joke. To share a video from Miss Zhongs studentLinda. Try to catch what th

4、e men were doing.3. Watch again for circling the points of past progressive tense.【设计意图】Part 1“温故知新”让学生复习、归纳本单元学习过的词汇短语；以Linda发送给我的视听小视频导入，引起学生的兴趣，师生互动交流，以复习本单元的语法复习内容语法过去进行时。Step II Revision1. Brainstorm. To ask Ss what they were doing at this time last Sunday?2. Play a game solitaire(接龙). Try to m

5、emorize what the other students were doing, the more, the better. 【设计意图】通过师生互动、生生交流的深入，引导学生回顾过去周末发生的事，以接龙比赛的形式让学生表述别人周末发生的事，快速激活课堂，拉近师生距离。Step III Reading 1. Pre-reading. To share your unforgettable experience in one sentence with your teammates.2. While-reading. (1) Read the passage about “Lindas u

6、nforgettable ”, then complete the passage with the proper words.(2) Read in details and try to fill in the information card, pay attention to the question points.3. Post-reading. To give a best title to the passage.【设计意图】通过学生回想并与同伴分享自己难忘的一个经历到篇章阅读“Lindas unforgettable day”,通过文本阅读从“短文填空”到“信息归纳”设计层递式的

7、教学活动，并尝试归纳文本大意，紧扣本节课的主题。这一活动过程考虑个别学生未能很好地完成，故采用先自主阅读，再小组合作的方法来完成，这样既达到训练学生阅读技巧，又促进生生互动、教师辅助教学的目的，同时也为接下来的过程性写作活动做好充分的铺垫。Step IV Writing1. Pre-writing.Let the Ss write the article as their homework.2. While-writing.(1) To read the writing works carefully. Try to catch the topic/ persons/ tense/ main

8、points, and so on.(2) To learn about how to write the main points better.(3) To check and appraise the homework drafts with the appraising form step by step.(4) Show time. To appraise the homework with each other.3. post-writing. To conclude the top tips on reading and writing.【设计意图】设计建构主义理论下的六步过程写作

9、法来帮助学生搭建写作的脚手架，分别是“审、列、写、查、评、改”。由于是借班上的示范课，送课教师布置学生以作业形式提前一晚写好习作初稿，以供上课时能基本完成过程写作，为学生的写作建模。Step V Summary & Assignment1. To sum up What we have learnt today.2. To rewrite the article of this topic.Step VI Core competenceEnjoy reading, enjoy life.三、板书1. What were the men doing? They were .2. What were you doing at this time last Sunday? I was .3. How to write the main point