人教版八下-Unit 5 what were you doing when the rainstorm came -Section A 1a—2d-ppt课件-(含教案+音频+素材)-部级优课-(编号：1216c).zip

Who volunteered? Who closed the window? A wet coat, size L Could it be these people? They appeared in the news! Based on the pictures, where were them at the time of the rainstorm? Can you guess what they were doing? Could it be these people? Listen to the news, what were the people doing at the time of the rainstorm? “I was at home doing my homework.” “I was reading at the library after school.” “I was waiting for the bus after work.” “I was walking home from the supermarket.” Whos the volunteer? Could it be these people? Listen to the news, what were the people doing at the time of the rainstorm? “I was at home doing my homework.” “I was reading at the library after school.” “I was waiting for the bus after work.” “I was walking home from the supermarket.” Whos the volunteer? What happened that afternoon? The boy was reading in the library. How could he be the volunteer? Guess what happened. Youre right! Its me! 1 planned to play basketball 2 went to the library 3 felt a little bit worried 4 walked across the playground 5 went to the classroom 7 ran at my fastest speed 6 closed the window What happened at a specific time that afternoon? Listen and fill in the blanks with the phrases in the box. Draw a plant Do the dishes Sweep the floor Play sports Read books Watch movies in the library In my house In the classroom On my bed On the street On the playground On the bus At the bus stop It was a rainy day. At 10 oclock in the morning, I was. Assessment Correct? (did; was/were doing) Logical? (does it make sense?) 1 a 2 4 3 8 7 6 5 d e f b c Draw a plant Do the dishes Sweep the floor Play sports Read books Watch movies in the library In my house In the classroom On my bed On the street On the playground On the bus At the bus stop It was a rainy day. At 10 oclock in the morning, I was. Assessment Correct? (did; was/were doing) Logical? (does it make sense?) 1 a 2 4 3 8 7 6 5 d e f b c Draw a plant Do the dishes Sweep the floor Play sports Read books Watch movies in the library In my house In the classroom On my bed On the street On the playground On the bus At the bus stop It was a rainy day. At 10 oclock in the morning, I was. Assessment Correct? (did; was/were doing) Logical? (does it make sense?) 1 a 2 4 3 8 7 6 5 d e f b c Draw a plant Do the dishes Sweep the floor Play sports Read books Watch movies in the library In my house In the classroom On my bed On the street On the playground On the bus At the bus stop It was a rainy day. At 10 oclock in the morning, I was. Assessment Correct? (did; was/were doing) Logical? (does it make sense?) 1 a 2 4 3 8 7 6 5 d e f b c Thank you! Not me! I was at home doing my homework. Not me! I was all soaked so I went back home directly. Not me! As I said, I was walking home from the supermarket. 1 指导思想与理论依据 一、一、理论依据理论依据 任务型教学基于维果斯基（Vygotsky，1986）的建构主义学习理论，强 调学习的社会性和师生、生生相互作用，倡导“主动学习、合作学习和情景 教学” （李跃，刘竟进，2012） 。 在课堂中用一个任务串联起所有的教学内容有助于使学生的学习目标更 明确、具体，有助于学生更容易地掌握学习内容；有助于调动学生学习的积 极性，培养学生自主学习的能力；有助于培养学生提出问题、分析问题、解 决问题的能力；有助于培养学生的创新精神和实践能力；有助于培养学生的 团队协作精神（纪慧芹，2005） 。 二、二、对课标的理解与把握对课标的理解与把握 义务教育英语课程标准 （2011 版）重视语言学习的实践性和应用性， 提倡尽可能多地为学生创造在真实语境中运用语言的机会，鼓励学生在教师 的指导下，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐 步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略，发展自 主学习能力。 课标规定的四级听说目标为：能听懂接近正常语速、熟悉话题的语段， 识别主题，获取主要信息；能听懂简单故事的情节发展，理解其中主要任务 和事件；能引出话题并进行几个回合的交谈；能在教师的帮助下用简单的语 言描述自己或他人的经历；能在口语活动中使用正确的语音、语调。 教材分析 教学内容为人教版英语八年级下册第 5 单元 What were you doing when the rainstorm came，主要话题为难忘的事件（unforgettable event） ，语法 为过去进行时，功能为（1）谈论过去发生的事件，以及（2）讲述故事。本 单元提供的三篇听力材料分别围绕“下暴雨时在做什么” “昨日的经历”和 “错过球赛的经历”展开，为后续语法学习提供了充足的语料输入。 虽然教材中提供了丰富的听力材料，为学习过去进行时做好了铺垫，但 2 听力部分仍有以下遗憾。其一，三篇听力材料逻辑关联不紧密，如果在同一 课时内完成，课程主线稍显凌乱，无法激发所教班级学生的学习兴趣。其二， 现有听力材料在情感态度和思维品质的培养上稍显欠缺，没有进行进一步挖 掘。 因此，在设计本课时，采取情景式、任务型的教学方式情景式、任务型的教学方式。在情景创设方 面，选用了教材 Section A 1a-1c 的内容，结合单元题目中给出的“下暴雨” 这一情景对文本进行了重新诠释，设计新情景，激发学生的学习兴趣，渗透激发学生的学习兴趣，渗透 本单元语法知识本单元语法知识。此外，还整合了 Section A 2a-2c 的内容，补充了一段新对 话作为教学内容。在任务设计方面，贯穿始终的任务为“找出谁在雨天关上 了班里的窗户” ，更贴近学生的生活，锻炼了逻辑推理能力，弘扬心系集体锻炼了逻辑推理能力，弘扬心系集体 的美德的美德。 学情分析 一、一、班级组成班级组成 授课班级为人大附中早七（4）班，班级共 43 人。学生英语听说水平较 高，思维活跃，自学能力强，喜欢接受有挑战的英语学习任务。 二、二、学生已知起点学生已知起点 1.知识方面 学生熟悉听力文本和学案上出现的词汇和短语； 学生已接触现在进行时和一般过去时，对英语时态的构成和用法有了初 步了解。 2.技能方面 学生能听懂难度适中的录音材料； 学生能够发挥自己的创意，编出故事； 学生能根据评价细则对同学的发言做出评价。 教学目标(含重、难点) 一、一、教学目标教学目标 By the end of the class, students will be able to: 1.predict the content of the listening material based on pictures, charts and other information given; 3 2.think logically to find out who volunteered in the rainstorm; 3.use “was/were doing” correctly in different context. 二、二、教学重点教学重点 1提醒学生进行听前预测，听懂难度适中的听力材料； 2帮助学生通过分析推断下雨天谁做了好事； 3引导学生在故事叙述环节正确使用过去进行时。 三、三、教学难点教学难点 引导学生在故事叙述环节注意到并基本正确使用过去进行式；学生对同 伴产出进行评价。 四、四、教学重难点的突破办法教学重难点的突破办法 1.时态：通过多次听、反复练习关键句和问题引导等方法，引导学生注意 过去进行时的构成和使用。 2. 评价：给出清晰的评价标准，在学生小组活动前给出此标准；第一组学 生汇报展示之后根据评价标准做点评，为学生做出示范。 教学流程图 4 教学过程与教学资源设计 教学步骤 及时间安排 教师活动学生活动设计意图 Step 1 Warm up (2 min) T shows a picture with shadows walking in the rain. T asks what the Ss were doing last Friday when the rainstorm came. Ss listen, think and talk to grasp the topic and get ready for further listening tasks. 1.To involve students into the classroom atmosphere; 2.To prepare students for further listening tasks. Ss predict before listening (Question 1 on the handout). Ss listen and circle (Q2); Ss listen again and check the answers. Step 2 Find out who volunteered (12 min) T explains the setting and the case and asks the Ss for help. Ss explain who should be the volunteer. 1.To draw Ss attention and arouse interests; 2.To present examples of past continuous tense; 3.To teach Ss how to predict before listening; 4.To improve Sss ability to infer based on clues. 5 Ss listen and find out the place (Q3). Step 3 Find out what happened that afternoon (10 mins) T plays the audio and gives instructions. Ss listen again to find out the time and action (Q3). 1To practice predicting and listening; 2To present more examples of past continuous tense; 3To show Ss some of the basic elements of a story: time, action and place. 4To give Ss an example of story-telling. Step 4 Tell us what happened on that rainy day (15 mins) T invites Ss to come up with their stories on a rainy day. T presents the assessment criteria. Ss are divided into groups of four. Each member in the group will pick a phrase for time, action and place and make them into a sentence. Then, they will pick an action and a place that they will share. The four Ss in a group should link their sentences into a coherent story. Ss evaluate classmates stories. 1.To utilize all the story-telling skills learned to create stories; 2.To improve Sss ability to link words and phrases into sentences in a logical and coherent way; 3.To improve Sss ability to do peer evaluation; 4.To display teamwork and creativity. Step 5 Assign homework (1 mins) Write down your groups story. T emphases the assessment criteria again. Write down your groups story. Ss write down their stories on the handout. 1To consolidate what the Ss generate in class. 板书设计 6 教学效果评价设计 1.根据学生的生活实际对教材内容进行了选择和增编，为学生创造了在真 实语境中运用语言的机会；听力材料围绕“是谁做了好事”这一任务层 层递进，增强了逻辑关联性。学生在学习时兴趣被激发，希望参与问题 解决。 2.听力材料由浅入深，引导学生进入情景，反复运用预测技巧；锻炼了学 生的推理能力，渗透了帮助他人的情感教育。课后请学生就本课所学内 容进行反思，绝大多数学生提到学会了如何当一个侦探、进行推理。 3.以游戏的形式进行内容产出，帮助学生在还未总结语法规则时大致正确 地使用过去进行时谈论过去发生的事情。批改学生课后作业发现，学生 能够基本正确使用过去时和过去进行时记录本组的故事。作文中出现的 错误在第二课时进行了集中讲解。 4. 重视评价，学生成为评价的积极参与者；使用同伴互评激发学生的学习 兴趣，促进其自主学习能力。学生课后反思中表示，通过评价他人，自 己更清楚如何写好一个故事；聆听他人对自己的评价，帮助梳理思绪， 更轻松地完成课后作文的任务。 教学反思 1. 教学任务时间分配可以重新优化。课上15分钟的编故事及展示时间仅能 供2至3组展示故事，还有很多小组希望展示。 2.评价部分可以进一步细化，为学生提供评价的相关词汇、语言支架。在 课上评价中发现，部分同学还不清楚如何评价，或者有想法没有足够的 语言支撑。 7 附：学案设计 Unit 5What were you doing when the rainstorm came? Who closed the window when the rainstorm came? 1.Where were the people at the time of the rainstorm? _ “I was at the library.” _ “I was in my house.” _ “I was on the street.” _ “I was at the bus stop.” 2.What were the people doing at the time of the rainstorm? Circle the correct phrases. At the time of the rainstorm a.“I was at home doing my homework /writing a letter.” b.“I was studying/reading at the library after school.” c.“I was waiting for the train / waiting for the bus after work.” d.“I was walking to my office /walking home from the supermarket.” 3.What happened yesterday afternoon? Read the chart carefully and predict what happened. Then listen and choose the phrases in the box to fill in the blanks. TimeActionPlace when it was _ _ started to feel a little bit worried _ when it started to rainwas walking_ when the rain was pouring_in the library getting darker and darkerin the libraryat home across the playground went back ran in 8 4.What was happening at that time on such a rainy day? Write down your groups story. It was a rainy day. At 10 oclock in the morning I was _ _ _ _ _ _ _ _ _ Unit 5 What were you doing when the rainstorm came?补充听力材料 Reporter: Tell us what happened yesterday afternoon when school was over. Boy: When school was over, I planned to play basketball with two of my friends, John and Mike. But while we were walking to the playground, John got a call from his mom telling him to go home immediately! Reporter: Whats wrong? Boy: I guess John was called back to do the laundry, as it was laundry day for his family yesterday. Reporter: Oh, did you play basketball later? Boy: No, we didnt. We walked past the shop in our school, Mike said he was super hungry and wanted to buy some ice-cream. I went to the shop together with him. After eating the ice-cream, Mike felt very bad. I think he had a stomachache. Reporter: Thats too bad! What happened next? Boy: I sent Mike to the doctors and the doctor gave him some medicine. Mike took the pills and went back home to get some sleep. By that time it was 5:00 already, I had no friend to play basketball with, but I didnt want to go home yet. I walked in the school, looking at the flowers and new leaves. I saw that the library was not far away, so I went into the library hoping to have some quality time with the books. Reporter: Did you stay in the library for a long time? Boy: No. When I was reading the first page of the novel Robinson Crusoe, a girl sat down opposite to me. Her hair was wet, her coat was wet, her schoolbag was wet and her shoes were all soaked! I looked up, looked down, and then put on my coat and ran out of the library immediately! Reporter: Why did you run? Boy: I had to go back to my classroom and close the window! Otherwise the exercise books by the window would get wet! Reporter: Oh yes, it did rain heavily yesterday afternoon at 5:30. What were you doing exactly at the time of the rainstorm? Boy: I was running at my fastest speed! I ran so fast that I didnt get very wet, just my coat and my hair were a little bit wet. See! Mmmm where is my coat?