2023学年完整版八年级下册Unit5Whatwereyoudoingwhentherainst-

InstructionalDesign姓名：张海燕工作单位：四川省成都市新都区普文学校电话址：四川省成都市郫都区红光镇上置雅宾利花园张海ame:ZhangHaiyanGrade:Grade8Subject:Unit5Whatwereyoudoingwhentherainstormcame?Lessontype:ReadingandComprehensionTeachingtime:40minutesOverallDesignandGuidingPrinciplesThisisareadingandcomprehensionlessonwhichaimstodevelopstudents’abilityinsummaryofarticle.Meanwhile,students’analyzationandsummaryknowledgeisexpectedtobeenrichedthroughreadingandcomprehensionactivities.InthislessonImainlyemployedTask-basedTeachingMethod,NaturalApproachaswellastheCommunicativeLanguage.TeachingMethodtocreatecertainsceneandaskstudentstocompleterelevanttasks,assistthemtolearninarelaxedatmosphereandbuildaconfidencetowardsreading,thusformingthehabitofactivelearningandimprovingtheircomprehensioncompetence.Firstofall,drawingontheNaturalApproach,thelessonwillstartareal-lifeconversationtoleadinthetopicandshowingavideoclipofrainstormtoarousestudents’curiosity.ThenIwillshowsomepicturesfeaturingthenewwords(lightning,rainstorm,tornado，flashlight，rainfall，heavily)toimpressstudentsthekeywordstoletstudentsknowthereadingfirstly.Secondly,putseveralPPTrelevantrainstorminformationtoleadstudentsintolesson.Thirdly,themainlyuseTask-basedTeachingMethodbysettingthreetasksofslowtoread,readingindetail,aswellasfastingreadtoassiststudentstofullyunderstandthearticleandgraspthemainmeaningeachpassagesubconsciously.Withtheformerthreesections,studentswillreceivealargeamountofinputofthepresentperfecttensestructure“when”and“while”,theninthenextsectionIdesignedaactivitytodividewholeclassinto6groups,andthenaskstudentstodrawapictureaboutrainstormtoconcludekeymeaningtosharewithothers.Thatcanimprovestudents’readingskillsandcomprehensioncompetence.TeachingContextAnalysisofteachingmaterial:Thisisareadingandcomprehensionlesson.Thelessonfocusesonsummaryofarticleaimingatlettingstudentsgraspthemainmeaning”.Thesectionofthisunitiscloselyrelatedtostudents’reallife,andinaccordwithstudentscognitivelevel,thuscanmakestudentslearnmeaningfullyandbuildstudentsaconfidenceofEnglishlearning.Thislessonmainlyconsistsofimportantwords,phrases,andmeaningparts.ThispassageletstudentsknowwellofThePastContinuousTenseandwecandobestonesomethingdifficultwhenwemeetintrouble.Thefirstpartmainlyisintendedtoteachnewwordswiththehelpofvideoclipandvividpicturessoastobuildinstudents’mindastructureofnewknowledge.Thenthesecondphrasesaimsatlettingstudentscanrelevant“when”and“while”tomakesomesentences.Finally,thethirdmeaningmainlyconsistsofeachpassagemeaning,retellmeaningandkeywordstomeaningtaskstargetsatimprovingstudents’abilityofreadingskillsandcomprehensioncompetence.Therefore,thethreesectionsofthisunit,abidingbythe“outputafterinput”sequentialprincipleinteaching,progressstepbystep,andproceedfromexperiencetoexplorationandfinallytolanguageapplication.Allthesecaneffectivelyrealisetheobjectivesofimprovingstudents’readingskillsandcomprehensioncompetence.Analysisofstudents:TheobjectsofthislessonarestudentsinGrade8.StudentsinthisphasehasalreadylearnedsometensessuchasTheSimplePresentTenseandTheSimplePastTense,thustheymusthavemasteredsomeskillsoftense-learningandfullypreparedtolearnthelessoncognitively.However,juniorstudentslacktheabilityofsystematicautonomousreadingskillsandcomprehensionlearningandsomestudentshaveonconfidenceofEnglishlearning.Therefore,itrequiresteacherstosetupthetasksfromeasytotheadvancedtoguidethem.What’smore,juniorstudentstendtofocusonimagethinkingbecauseoftheabsenceofthemature,abstract,andlogicalthinking,thusteachersshoulddesignvariousinteresting,funandrelaxingactivitiestosustainstudents’interestsandattention.TeachingAimsAimsofknowledge:(1)masterandusesomeimportantwords,suchas:storm，flashlight，asleep，tornado，lightning，against，apart，fallasleep，diedown，andsoon.(2)beabletouseThePastContinuousTense“when”and“while”.Aimsofability:tohavestudentslearntheauthor’spointofviewofasuccessfullanguagelearner.(2)mastersomerelevantreadingskillsincludingslowtoread,readingindetail,aswellasfastingread.(3)touseThePastContinuousTense“when”and“while”proficiently.(4)tomakestudentsmasterthekeywordsandexpressionsinpassage.Aimsofemotion:tastethehappinessofcommunicatinginEnglish.buildconfidencetowardsreading,whichisgenerallyconsideredasthedifficultpointsofEnglishlearning.beactiveandcooperativeinteamwork,enjoythesenseofachievementincooperation.letstudentsalllikecomprehension.KeyPointsandDifficultPointsKeypoints:1.masteringofthekeywords.2.masteringofthepastcontinuoustensewith“when”and“while”.3.relevantreadingskills.Difficultpoints:1.gettingthekeyinformationfromthearticlematerial.2.tomasterofthepastcontinuoustensewith“when”and“while”.3.cantalkaboutthewholemeaninguseownwordstosharewithothers.TeachingMethods1.Task-basedTeachingMethod2.theNaturalApproach3.theCommunicativeLanguageTeachingMethod4.Computer-assistedInstructionTeachingAids1.textbook2.powerpoint3.avideoclip4.blackboardTeachingProcedureStep1GreetingandLeadinginT:Goodmorning,boysandgirls!Ss:Goodmorning,teacher!What’stheweatherliketoday?Sunny?Raining?Snowy?Windy?...Whatwastheweatherlikebeforetheheavyrainstarted?Doyoustillrememberlastclass’rainstorm?Whatwerethepeopledoingwhentherainstormcame?ThenIwillshowstudentsavideoclipofrainstormandaskstudentswhethertheyknowaboutimportantinformationandsharealotofideas.Thepurposeofmydesign:(1)tocatchstudents’attentionandarousetheirinterests.(2)tousethepastcontinuoustensewith“when”and“while”Step2:Pre-reading:Showstudentssomepicturesabouttornado，lightning，aswellasrainstormandletthemdiscussseveralpicturesmeaning,thenshareownideaswithothers.Thepurposeofmydesign:toimpressstudentsthekeywordsbyshowingpictures.toreinforcestudents’capacityofgeneralizationStep3:Readingfastreadthepassagein3asilentlyandasquicklyasyoucantocatchthemainidea.Answerthequestions:Werewindsstrongorweak?strongWerecloudsblackorwhite?blackWastheskydarkorbright?darkDidneighborsstayinsideorcleanupoutside?Theycleaneduptheneighborhoodoutside.Howwastheneighborhoodafterthestorm?inamessHowwerethewindows?BrokenWherewastherubbish?everywhereThepurposeofmydesign:⑴totrainstudentsfocusonfastingreadandgraspthekeywordsquickly—ScanningCompetence.⑵letstudentsknowwellofthepastcontinuoustense.⑶aimatsettingupconfidence.ReadingindetailBeforethestorm(2minutes)Strongwinds___________/Thesky______________lightoutside,itfeltlike_______.Thenews_______thatarainstormwas________.Ben’sdad_________piecesofwood_____thewindows.Ben’smom______________theflashlightsandradio__________.Shealsoputsome______and_______onthetable.Inthestorm(2minutes)Beforedinner,Ben__________hismom__________whentherain_______________thewindows.Afterdinner,itwas_____forthefamily___________witha______storm_________outside.Ataround3:00a.m.,whenBen___________thewind_______________.Afterthestorm(2minutes)Thesunwas______.Theneighborhoodwas___________.Therewere__________,_____________and_______everywhere.Thestorm______lotsofthings______.Thefamily______theneighborstohelp_______theneighborhood.People__________thanbefore.Fromeachpassagetoobtainthekeywordstoputintotheblanks.Thepurposeofmydesign:⑴letstudentshaveabetterunderstandingofeachpassageindetail.⑵totrainstudents’abilityofcomprehensioncompetence.Step4:ReadslowlyBefore

the

stormblack_____;____sky;felt

like______Dad:

___________piecesof

wood

over

the

windows.Mom:

________________the

flashlights

and

radio

were

working.In

the

stormthe

rain_________against

the

windowsBen:

_____

______his

mom

make

dinner

when

the

rain

began;fell

asleep

when

the

wind

__________

downAfter

the

stormthe

sun

_______

again,____trees______windowsand

rubbish

were

everywhereThe

family:joined

the

neighbors

tohelp

________

the

neighborhood

togetherThepurposeofmydesign:⑴totrainstudentscanmasterthewholepassagemeaning.⑵tolearntoseizekeyinformationfromeachpassage.⑶tounderstandhowtousethepastcontinuoustenseinsomesentences.Step5:GrabthekeywordsineachparagraphParagraph1theweatherthenewsParagraph2thepeopleintheneighborhoodBen’sparentsParagraph3Ben&hisfamiliesParagraph4theneighborhoodBen’sfamily&neighborsThepurposeofmydesign:⑴toimprovestudentsgrabthekeywordsineachparagraph.⑵tocultivatestudents’abilitytosummarize.Step6:Discussthequestionsin3cingroups.1.WhenthenewsonTVwasreported,strongwinds________outside.2.WhileBen’smomwasmakingsuretheradiowasworking,hisdad____________________3.Ben______________________whentheheavyrainfinallystarted4.WhenBen_________at3:00a.m,thewind____________.Thepurposeofmydesign:⑴letstudentsreadupthewholepassage⑵togetfamiliarwiththearticleagain.Step7:MemorygameIwilldividethewholeclassintotwogroups:groupAandgroupB,andeachgroupchosefivestudentsascompetitors.TakegroupAasanexample.Firstly,competitorAingroupAshareshisexperienceusingthesentencepattern:“sbwas/weredoingwhensbdid”and“whilesbwas/weredoing,sbdid.”,thencompetitorBaresupposedtoretellwhatcompetitorAhasalreadysaidandunfoldedhisownexperienceinthewaylike“IwasjustreadingabookwhenmymothercameintomyroomandWhileJimwasmendinghisbike,LinTaocametoseehim”.thencompetitorC、DandEproceededthegameascompetitorBhavedoneinturn.Whenfinished,Iwillcomputethetime.Then,it’sgroupB’sturn.Finally,thegroupwhichtookthelesstimewillbeawarded.Thepurposeofmydesign:afterthecommunicationsession,studentshavecaughtonthesentencestructure“when”and“while”andthenthetargetofthisgameistointensifystudents’abilityofusingthestructure.Meanwhile,itisapreeminentwaytoexaminestudents’abilityoftransformingtheinputthroughlisteningintotheoutputbyspeaking.Step8:HomeworkClassAstudents:⑴writingashortmessageabout“Whatwillastormbringtous”and“howcanastormbringpeoplecloser?”⑵usethe“when”and“while”toretellthestorytoyourpartner.ClassBstudents:⑴usetheimportantwordsandphrasestomakesentences.⑵usethe“when”and“while”tomakeseveralsentences.ClassCstudents:⑴torememberthekeywordsandphrases.⑵canreciteconsistof“when”and“while”ofsente