英語人教版八年級下冊Unit5SectionA3a-3c教學設計與反思

1、Unit5Whatwereyoudoingwhentherainstormcame?SectionA3a-3cTheStormBroughtPeopleTogether成都雙流中學實驗學校高翠Step1Before-readingPresentthepictureandaskquestions:Whatcanyouseeinthepicture?Howdoyoufeelabouttheneighborhood?Canyouguesswhatcausedit?Step2While-reading1. Readthetitle,thenweknowwhatcausedthemess.2. Read

2、quicklyandanswertwoquestions:Wheredidthestormhappen?Whoexperieneedthestorm?3. ScanthepassageandmatchBeforethestormParagraph1DuringthestormParagraph2AfterthestormParagraph3Paragraph44. Scanthepassageandanswerthequestionsin3aWhatwastheweatherlikebeforetheheavyrainstarted?Whatwastheneighborhoodlikeafte

3、rthestorm?5.Readcarefullyandunderlinethesentencesabouttheenvironmentandcirclethesentencesaboutpeople'sresponsesindiffereriftiHimehechart.BeforethestormDuringthestormAfterthestormEnvironm-entPeople's"esponsesHowdidthepeopleprobablyfeelthen?6.3bCompletethesentencesusinginformationfromthep

4、assage.Learnaboutwhen/whileWhenthenewsonTVwasreported,strongwindsoutside.WhileBen'smomwasmakingsuretheradiowasworking,hisdadBenwhentheheavyrainfinallystarted.WhenBenat3:00a.m,thewind.Step3After-reading1. Readaloud2. MakeaninterviewbetweenthereporterandBen,talkingaboutthestorm.AsktheSstoraisethep

5、ossiblequestionsfromthereporterfirst.Thenmakeaninterview.3. 3cDiscussthequestions.“Althoughthestormbrokemanythingsapart,itbroughtfamiliesandneighborsclosertogether.”Whatotherthingscanbringpeopleclosertogether?Whathappenedattheearthquake?Whatwereyoudoingwhentheearthquakehappened?Howdidpeoplehelpeacho

6、theratthetimeoftheearthquake?Howcanwehelpeachotherintimesofdifficulty?-Intimesofdifficulty,weareallfamily.Thepowerofloveandunitycanbeatanydifficultyordisaster.Step4Homework1. Copythenewwordsandphrasesofpage35.2. WritedowntheinterviewbetweenthereporterandBen.3. Finishtheexercisesinperiod2.教學反思一、亮點1、本

7、節(jié)課為第5單元SectionA的一節(jié)閱讀課，是對前面所學的鞏固和深化，同時貫穿閱讀策略和能力的訓練以及人文情感教育。2、本課一開始從圖片、標題，自然引入閱讀話題，弓I發(fā)學生的討論和思考，為下一步的閱讀做好鋪墊。3、整堂課教學目標明確，要求具體，符合課標要求，達到預期教學目標和效果。課堂教學容量和難度適合學生水平。4、教學思路清晰，每個環(huán)節(jié)緊緊圍繞既定的教學任務和目標，閱讀由整體（找大意，段落匹配）到細節(jié)（提問、表格、填空講解）再到整體（采訪和復述），將知識的教學、閱讀能力的培養(yǎng)、閱讀技巧和閱讀策略的訓練有機結合，層次分明。5、教學方法得當，活動形式多樣，激發(fā)了學生的學習主動性。絕大多數學生情緒高漲，思維活躍，積極參與教學活動。各層