人教版八年级下册教案：Unit 5 What's the highest mountain in the world- Section A（1a-2d）

Unit5SectionA（1a-2d）名师教案TeachingAnalysis教情分析TeachingObjectives教学目标Languagegoals语言目标KeyWordsandChunksForapplying:alarm,gooff,begin,heavily,suddenly,atthetimeof,sofar,missthebus,allofasudden,pickup,atthattimeForcomprehending:rainstorm,atthebusstop,waitforthebus,somanytimesSentenceStructuresWhatwerepeopledoingyesterdayatthetimeoftherainstorm?Iwasinthekitchenhelpingmymom.Whatwereyoudoingwhentherainstormcame?Myalarmdidn’tgooffsoIgotuplate.IwassobusylookingfortheumbrellathatIdidn’tseeacarcoming.Sowhileyouweresleeping,IcalledJennyandshehelpedme.GrammarFocusIwastakingashowerateightlastnight.(过去进行时由“was/were+动词-ing”构成,表示在过去某一时刻或某一段时间正在进行的动作。)Whatwereyoudoingateightlastnight?(过去进行时的疑问句，将助动词was/were提前放到主语的前面。)Whenitbegantorain,Benwashelpinghismommakedinner.(when后面既可跟短暂性动词,又可跟延续性动词。)WhileLindawassleeping,JennywashelpingMarywithherhomework.(此句中的连词while的意思是“当……的时候；和……同时”，while后面只能跟延续性动词,常用进行时态。)Abilitygoals能力目标教会学生使用过去进行时，谈论过去某个时刻或时间段正在发生的事情。帮助学生积累在暴风雨来临时，与周围人活动相关的词汇、语块和句子表达。引导学生学习做笔记时，通过记录首字母或首音节的方法，提高听力填空时的答题效率。Emotionalgoals情感目标引导学生遇到困难时，用积极阳光的心态来面对。Importantanddifficultteachingpoints教学重难点教会学生过去进行时的陈述句和疑问句的用法。教会学生使用when和while引导的时间状语从句。鼓励学生运用高效记笔记的方式提高听力填空的能力。Studentanalysis学情分析FundamentalState基本情况人的成长过程中，其亲身经历的重大事件，大至国际国内历史事件，小到日常生活寻常琐事，都对一个人思想意识的形成产生举足轻重的影响。八年级的学生，其平均年龄在14岁左右，皮亚杰的认知心理学指出，这一年龄阶段的学生会从生活经验中增加知识，并日臻完善其思维方式。因此，唤醒学生对过往重大事件的记忆、谈论和分享，有助于丰富学生的情感体验，促进其思维方式的全面发展。本单元的中心话题为“难忘的事件”，该话题旨在引导学生谈论重大的历史事件以及他们当时的切身经历和体验。因此，教师可以借助图片和音视频等教学材料，与学生一起回顾典型的重大历史事件，并由远及近，引导学生谈论过去发生在他们身上的令他们难忘的“大小事”，在回味过往的过程中学会珍惜，学会分享，学会感恩。KnowledgeReserve知识储备本单元教学为八年级下册内容。通过一年半的学习和积累，学生积累了一定的词汇量，接触到了常见的话题和功能项目。特别是通过Book7BUnit5I’mwatchingTV中话题和功能项目的学习，学生基本知道如何使用现在进行时来谈论当前正在发生的动作或存在的状态，为本课谈论过去某时正在发生的事件奠定了知识基础。Classdata本班实际 本班学生乐学好动，日常生活丰富多彩，在学校里，家庭中和社会生活中有着丰富的体验和感悟，并乐于与他人分享其生活经历。本课型谈论过往的经历，学生对这一话题并不感到陌生，未成年的他们对于生活总是充满好奇心，心中储存着大量迫不及待想与人分享的“难忘的事件”。因此，教师应准确把握学生的心理，点燃其表达的欲望火苗，为学生搭建有效的语言支架，引导学生畅所欲言，真情流露。Teachingmethods教法建议Situationalteachingapproach情景教学法Communicativeapproach交际法Discussionmethod讨论法教学辅助blackboardandchalk,computeroriPad,projector,flashcard,DVDTeachingprocedures教学进程Leading-inandwarming-up引入与激趣活动GreetSsandplayagametoarousetheirinterest.Thegameiscalled“Whatwashe/shedoing?”Newpointsinput新知输入(贴标签)LanguagepresentationAfterplayingthegame,Tcanwritethesentencepattern“Whatwereyoudoing?”“Whatwashe/shedoing?”ontheblackboard.ThenTcreatesdifferentsituationsfortheSstopracticethesetwosentencestructures.Activity1aTherearefivepicturesin1ainwhichaTVreporterreportedwhatdifferentpeopleweredoingwhentherainstormcame.TcanaskSstoworkinpairsandtrytodescribethepicturestotheirpartners.RemindtheSstousethekeysentencepattern,“…was/weredoingwhentherainstormcame”,“…was/weredoingatthetimeoftherainstorm.”Tcanprovidehelpifitisinneeded.InvitesomepairsofSstodescribethefivepictures.TcanencourageSstoexpressindifferentways.Aftersharing,getSstoopentheirbooksandlookat1aonPage33.AskSstomatchthestatementswiththepeopleinthepicturesin1a.Theanswersto1a:1.b 2.a 3.d 4.cListeningpractice听力训练Activity1b-1cPre-listening.GetSstoreadresponsesin1bandmakepredictionsaccordingtothepicturesin1a.TcanaskSstowritedowntheirpredictionswithpencils.While-listening.Listeningfordetails.RemindSsthattheyaregoingtohearfourconversations.AskSstocirclethecorrectresponsesofeachconversation.PlaytherecordingforSs,andthenhaveSscomparetheiranswersinpairs.Theanswersto1b:a.doingmyhomework b.reading c.waitingforthebus d.walkinghomePost-listening.TmayhelpSsusethesentencestructuresinnaturalspeech.Tpresentssomepicturesorusesthepicturesin1aandhasSsworkinpairstotalkaboutwhatthepeopleweredoing.Activity2a,2b,2c2aand2bprovideSsmorenaturalsituationstoreviewthesentencestructures.Pre-listening.TcanguideSstohaveadiscussionaboutwhathappenedtotheboyinthepicturesin2a.TcanaskSstousedifferentadjectivestodescribehowtheboyfeelsindifferentsituationsinthepictures.While-listening.Playtherecordingforthefirsttimeanddoactivity2a.Numberthefivepictures.Theanswersto2a:4,1,5,3,2Playtherecordingagainanddoactivity2b.Theanswersto2b:4.was;looking1.woke5.ate3.waswaiting 2.ranIfSsgivesomeincorrectanswers,Tcanplaytherecordingagain.Post-listening.Activity2c.TasksSstoworkingroupsandretellthestoryinaconversationbetweentheboyandaTVreporter.OralOutput口语输出Activity2dtalksaboutaconversationbetweenMaryandLinda.MarycalledLindathreetimeslastnightforhelp,butLindadidn’tanswerthephonesbecauseofdifferentreasons.TcanaskseveralquestionstohelpSstounderstandthewholeconversation.Q1:WhatwasLindadoingatsevenyesterday?Q2:WhatwasLindadoingateight?Q3:WhatwasLindadoingatnine?Q4:WhydidMarycallLindasomanytimes?GetSstosharetheiranswersandchecktheanswerswiththeirpartners.TcanplaytherecordingforSstolistenandrepeat.TcanencourageSstoimitatetheintonationandtrytofindouthowMaryfelt.AskSstotaketurnstopracticedifferentrolesandaskpairstoactouttheirownconversationsorrole-playtheconversationonly.SentenceInterpretation难句理解Iwasinthekitchenhelpingmymom.我在厨房帮我妈妈做饭。helpingmymom此处是动词现在分词做伴随状语，表示与主句中的动作同时发生。IwassobusylookingfortheumbrellathatIdidn’tseeacarcoming.我正忙于找伞，因此没有看见一辆车开了过来。so…that，意为“如此……以至于……”，引导一个结果状语从句。Sowhileyouweresleeping,IcalledJennyandshehelpedme.因此，当你睡觉的时候，我给Jenny打了电话，她帮了我。while表示“当……时候”,while引导的时间状语从句多用延续性动词的进行时态，主句多用一般过去时或过去进行时。SentenceApplying好句运用Whatwasthegirldoingatthetimeoftherainstorm?P33【原句翻译】___________________________________________________________【仿写造句】…atthetimeof…___________________________________________________________IwassobusylookingfortheumbrellathatIdidn’tseeacarcoming.P101【原句翻译】______