初中英語-Unit5 Section A1a教學設計學情分析教材分析課后反思

PAGE4PAGE八年級Unit5Whatwereyoudoingwhentherainstormcame?SectionA1a-2dⅠTeachingandlearningGoals:一、功能（Functions）能講述過去發(fā)生的事情（Talkaboutpastevents)二、詞匯和常用表達(words&expressions)1.能正確使用連詞when和while（Conjunctionswhenandwhile）2.能恰當運用過去進行時結構進行提問和敘述(Questionsandstatementswiththepastprogressivetense)ⅡTeachingandlearningsteps:Step1Pre-listeningactivities一.Previewtest1.Writethemdownwithoutlookingatyourbook.單詞拼寫和詞組默寫1.暴風雨(n.) ______________2.鬧鐘(n.) ______________3.突然;忽然(adv.) ______________4.begin(v.)→ __________(過去式)5.heavy(v.)→ __________(adv.)在很大程度上;大量地6.在……的時候 ______________7.洗個熱水澡 ______________8.(鬧鐘)發(fā)出響聲 ______________9.醒來 ______________10.尋找 ______________11.等待 ______________Ask2studentstowritethemdownontheblackboard.2.Checkthepreview.T:Boysandgirls!Letmecheckyourpreview.Readthemeachonethreetimes.（設計意圖：通過預習檢測，檢查學生預習情況，并為接下來的對話練習奠定基礎。）二.Warmupandleadin1.Showthepicturetostudents.Askandanswerwiththestudents.3:00p.m.lastSundayT:Doyouknowher?Ss:YOU!.T:Lookatthetimeunderthepicture.Itookitat3:00p.m.lastSunday.WhatwasIdoingatthattime?Ss:Youwerereading.T:Yes,Iwasreadingabookwhentherainstormcame.ThenIwanttohaveaninterview.Whatwereyoudoingwhentherainstormcame?InterviewPairworkA:Whatwereyoudoingwhentherainstormcame?B:Iwasreading/...Ifthestudentcan’tanswerthequestions,theteachergivessomehelp.（設計意圖：從老師導入，易于激發(fā)學生興趣，同時，設計采訪的任務，有利于學生兩兩對話，練習過去進行時。）2.Showthepicturestostudents.Askthemtoaskandanswerinpairs.1c:Talkaboutthepictures.Andmaketheconversationslikethis:A:Wherewasthegirl?B:Shewasathome.A:Whatwasshedoingatthetimeoftherainstorm?B:Shewasdoingherhomework.（設計意圖：練習第三人稱過去進行時問答。進一步幫助學生感悟過去進行時，為下一步學習奠定基礎。）Complete1a.T:Boysandgirls!Pleaselookatthepicturesonpage33.Ithadarainstormyesterday.Wherewerethepeopleatthetimeoftherainstorm?Matchthestatementswiththepeopleinthepicture.1.___Iwasinthelibrary.2.___Iwasinmyhouse.3.___Iwasonthestreet.4.___Iwasatthebusstop.Step2ListeningActivities。一.While-listeningactivitiesListeningforthespecificideasof1b.(1)ListentotheTVreportandcirclethecorrectresponse.a.doingmyhomework/studyingb.playingbasketball/readingc.goingtowork/waitingforthebusd.walkinghome/shopping(2)Checktheanswers.Askstudentstosaylikethis:Inpicturea,thegirlwasdoingherhomeworkatthetimeoftherainstorm.（設計意圖：讓學生用完整的句子回答問題，再次強化練習過去進行時。）二.Post-listeningactivities合作探究：過去進行時過去1.含義：過去表示______某一時刻或某一段時間正在進行的動作。was/were+動詞-ing2.構成：was/were+動詞-ing（1）肯定句結構：Was/Were+主語+動詞-ing？was/were+not+動詞-ing（2）否定句結構：Was/Were+主語+動詞-ing？was/were+not+動詞-ingYes,主語+was/were.（3）一般疑問句結構：Yes,主語+was/were.No,主語+wasn't/weren't.肯定回答：No,主語+wasn't/weren't.否定回答（設計意圖：小組討論，合作探究，總結出本課重點語法。）Step3ListeningPracticeII一.While-listeningactivities1.Prepareforlistening(1)Askstudentstolookatthepicturesin2aanddiscussthefollowingquestionsingroups.①Wherewastheboy?②Whatwastheboydoingineachpicture?(2)Checktheanswers.（設計意圖：這樣的聽前預測，不僅僅是為學生接下來的聽做好心理準備，更重要的是讓學生提前思考如何有針對性地聽取信息。）2.Listeningforthespecificideasof2a.(1)Listenandnumberthepictures[1-5].(2)Listenandfillintheblanks.I____________I__________________sobusy_________fortheumbrellathatIdidn’tseeacarcoming.4Myalarmdidn’tgooffsoI__________uplate.1Itookahotshowerand_________somewarmfood.5I________forthebuswhenitbegantorainheavily.3I____________tothebusstopbutIstillmissedthebus.2二.Post-listeningactivities1.Readtherecordingindividually.2.Usetheinformationin2atoretellthestoryinaconversationbetweentheboyandaTVreporter.Forexample:TVreporter:Telluswhathappenedyesterdaymorning.Boy:……TVreporter:So,whentherainstormsuddenlycame,whatwereyoudoing?Boy:……（設計意圖：通過把獨白改成對話的形式，讓學生能夠把學到的語言知識有效輸出。）3.Complete2d.(1)Askstudentstoreadtheconversationin2dinsilence.ThenaskthemputtheconversationintoChinese.(2)Underlinethesentencesaboutthepastprogressivetense.Trytosolvetheproblemsingroups.(3)Role-playtheconversation.（設計意圖：回答完問題后，讓學生兩人一組大聲朗讀、互相問答，目的是讓學生在讀的過程中深刻理解對話內容，提高他們口語表達能力。）Playtherecordingforstudentstolistenandimitate.Thenaskstudentstopracticetheconversationforsomeminutes.Readaloudtogether.Step4Theend-of-classtest用所給單詞的適當形式填空。1.Iwas_______(walk)homewhenyoucalledme.2.Theyhadtostayathomebecauseofthe__________(heavily)rain.3.Tomwasathome__________(do)hishomework.4.What__________(happen)lastweek?Canyoutellme?5.Myalarmdidn’tgooffsoI_____(wake)uplate.Step5Homework1.Readthetapescripts.(★)2.Preview3a.(★★)3.Retelltheboy’sstoryaccordingtothepicturesin2a.(★★★)Unit5SectionA(1a-2d)學情分析學生們在七年級下冊學習過現(xiàn)在進行時，并掌握如何使用現(xiàn)在進行時來描述日?；顒?，而且掌握了一些日?；顒拥亩陶Z，有利于他們學習過去進行時。但學生在口頭和筆頭表達的時候經(jīng)常忘記be動詞或者忘了在動詞后面加-ing形式，所以對于基礎比較薄弱的學生，教師有可能需要從現(xiàn)在進行時入手，引導學生過渡到過去進行時的學習，并復習現(xiàn)在分詞的構成。Unit5SectionA(1a-2d)效果分析一、過去進行時過去1.含義：過去表示______某一時刻或某一段時間正在進行的動作。was/were+動詞-ing2.構成：was/were+動詞-ing（1）肯定句結構：was/were+not+動詞-ing（2）否定句結構：was/were+not+動詞-ingWas/Were+主語+動詞-ing？（3）一般疑問句結構：Was/Were+主語+動詞-ing？No,主語+wasn't/weren't.Yes,主語+was/were.肯定回答：No,主語+wasn't/weren't.Yes,主語+was/were.否定回答：二、PairworkA:A:Wherewasthegirl?B:Shewasathome.A:Whatwasshedoingatthetimeoftherainstorm?B:Shewasdoingherhomework.Unit5SectionA(1a-2d)教材分析本節(jié)課是人教版八年級英語下冊第五單元的第一課，屬于一節(jié)英語聽說課。本單元談論的是過去的事情。圍繞回憶過去的事展開教學活動，創(chuàng)設生動真實的教學情境，再現(xiàn)故事情節(jié)，學會使用過去進行時的表達法。學習when與while引導的時間狀語從句，在具體情境中加以運用。要求學生掌握過去進行時來詢問或描述過去進行的事情，并學會用when描述某動作或某事件的發(fā)生。鼓勵學生在課堂上合作交流，練習對話，進一步提升學生們的口語表達能力。

Unit5SectionA(1a-2d)課標分析話題(Topic)：難忘的事（Unforgettableevents)功能(Functions)：1.能講述過去發(fā)生的事情(Talkaboutpastevents)2.能講故事(Tellastory)語法(Grammar)：1.能正確使用連詞when和while(Conjunctionswhenandwhile)Hewasreadinginthelibrarywhentherainstormcame.WhileLindawassleeping,Jenny