人教版八下-Unit 5 what were you doing when the rainstorm came -Section A 3a—3c-ppt课件-(含教案)-省级优课-(编号：f29c9).zip

strongstrong windswinds blackblack cloudsclouds lightninglightning heavyheavy rainrain HeavyHeavy rainrain LightningLightning BlackBlack cloudsclouds StrongStrong windswinds rainrainstormstorm fell down. were broken. And was everywhere. What happened after the storm? Trees Houses rubbish Now imagine the storm is coming soon black clouds dark sky strong winds no light a flashlight When we know the rainstorm is coming, what should we prepare(准备)？ a radio match candles es a piece of wood some pieces of wood put pieces of wood over the window Ben Alabama Before the storm: During the storm: After the storm: Para 1 and 2 Para 3 Para 4 Task1 Divide the passage into 3 parts. (3分钟) Reading: Before the storm Para 1:weather strong winds black clouds dark feel like midnight Task 2: Whats the weather like before the storm? (2分钟) Before the storm Para 2:activities Dad _ What were people doing?(2分钟) Mom _ was putting pieces of wood over the windows. was making sure the things were working. a piece of wood During the storm Para 3: （3分钟 ） 1. What was Ben doing when it rained heavily? 2. What did Bens family do after dinner? 3. Did they have fun? He was helping his mom make dinner. The rain beat heavily against the windows They played a card game. No, it was hard to have fun. After the storm Para:4 What was the neighborhood like after the storm?（2分钟 ） in a mess fallen trees broken windows rubbish What should people do after a storm ? They should _ the neighborhood . clean up They should _ the broken things . repair They should _ their houses . rebuild Storms are always bad. The storm brought people closer together. We should help each other. not 1.When the news on TV was reported, strong winds _ outside. 2. While Bens mom was making sure the radio was working, his dad _ _. 3. Ben _ when the heavy rain finally started. 4. When Ben _ at 3:00 a.m., the wind _. were was putting pieces of wood over the windows was helping his mom make dinner fell asleep was dying down Task3 3b (4分钟) Before the rainstorm Para1: weather strong winds black clouds dark feel like midnight Para 2 What were people doing? busy dad put pieces of wood over the windows mom make sure the flashlights and radio were working The Storm Brought People Closer Together put some candles and matches on the table During the rainstorm Para 3 Para 4 Joined the neighbors to clean up the neighborhood together Ben Help his mom make dinner play a card game After the rainstorm Fallen trees broken windows rubbish in a mess weathe r wind die down sun rise What people did What people saw Writers opinion Although the storm broke many things apart, it brought families and neighbors closer together. We should help each other. What does the writer want to tell us in this passage? If everyone gives a hand, our world will be full of love. 1. 感觉像 2. 首先 3. 入睡 4. 逐渐变弱 5. 确信 6. 醒来 7. 一团糟 8. 清洁 9. 互相帮助 10. 在困难时期 feel like at first fall asleep die down make sure wake up in a mess clean up help each other in times of difficulty 课文短语课文短语 Homework: 1.把把3a的课文短语进行造句写在作业本上的课文短语进行造句写在作业本上 2.朗读朗读35页课文，复习今天所讲知识点页课文，复习今天所讲知识点 Homework Unit 5 What were you doing when the rainstorm came? Section A 3a-3c 教学设计教学设计 教学内容 What were you doing when the rainstorm came? 课时 Period3 教学对象 八年级学生 一、教材内容分析 本课时为 Section A3a-3c 的内容，它是在前两个课时的听说的基础上，要求 结合阅读训练，来继续学习过去进行的用法，强调语言的综合运用能力。本课 是有关暴风雨事件一篇文章，要求学生在读懂文章的同时，掌握一定的阅读技 巧，并且灵活使用过去进行时。 二、教学目标 （一）知识目标： 1. 学习并掌握下列单词：storm， wind， light， report， area， wood， window， flashlight， match， beat， against， asleep， rise， fallen， apart 2. 能正确使用以下常用表达 with a serious storm happening outside， make sure， fall asleep， die down， in a mess， clean up 3. 能熟练掌握并使用下列重点句式： 1）Black clouds were making the sky very dark. 2）With no light outside， it felt like midnight. 3) It was hard to have fun with a serious storm happening outside. 4. 学会过去进行时态的构成和用法。 （二）能力目标： 通过阅读训练，学会运用过去进行时态，谈论过去的事情。 （三）情感态度： 通过本课的学习，培养学生在困难面前互帮互助的优良品质。 三、教学重难点 重点 ：理解文章，完成各项阅读任务，学会用过去进行时谈论过去的事情。 难点 ：灵活使用过去进行时态，谈论过去的事情。 四、学情分析 在前两课时的听说读的训练中，学生基本上理解了过去进行时的用法。但 是如何运用这一时态来谈论过去的事，这种综合语言的应用能力是学生极度欠 缺的。通过文章的学习，学生在理解感悟的基础上进行模仿，综合运用目标语 言是本课的难点。但是，现阶段的学生由于语言环境的欠缺，英语学习兴趣的 下降，阅读理解能力的薄弱，导致他们在阅读课上提不起兴趣，甚至是畏惧。 如何为学生营造一个轻松的阅读语言环境，激发学生的阅读欲望，增强学生综 合语言运用能力是本节课的主要目标。 五、教法选择，学法指导，资源准备 教法选择：利用问题或表格诱导阅读法，多媒体手段，自制教具。 学法指导：带着问题阅读文章；小组合作探讨难点知识，思维导图法。 资源准备：多媒体课件 六、教学过程 Step1. Warming-up 1.Daily greetings to the students Ss answer the questions. 简单的问候，拉近与学生的距离 Step2.Lead-in 1.展示几张暴风雨过后，一片狼藉的景象图片。询问学生：What happened ? 2.播放一段暴风雨来临的视频引出事件：A rainstorm happened in this area. 3询问学生：What do you want to know about this event? 4.将学生的问题关键词以卡片的形式粘贴在黑板上。 5.学生依次带着疑问观看图片和视频。 6.对教师呈现的暴风雨事件进行记者式提问。 教师预设性关键词：where， when， who， why 1.图片的呈现，给予学生视觉的冲击，情感上的波动，思维上的高度集中， 从而与老师产生共鸣:What happened？ 2.视频的设计，一是清晰直观的方式解决了学生的疑问。二是让学生了解 暴风雨这一自然现象及其威力，帮助学生了解阅读背景知识。 3.借助图片，视频，教师的渲染，这三个层面的预热。阅读的必要性迫在 眉睫，好奇心的趋势之下，化被动为主动，无形中激起学生的阅读欲望。 Step3 Skim and listen to the passage 1.让学生带着他们的问题，对文章的浏览，判断那些信息是他们能够获得 的。 即.What can you get from the passage? 2.对于能够获得的信息通过跟读录音机进行段落归类。即：What is the main idea of each paragraph? 3. Skim the passage and choose the answers from the blackboard. 4. Listen to the passage and make sure the main idea of each paragraph. 5.以略读的形式，带着心中的疑问去整体感知文章大意，获取想要的答案。 同时，通过明确段落大意任务要求，培养了学生提炼关键词的阅读能力。 6.设置跟读录音环节，一是给学生一个纯正语言输入，让学生感知英语语 言的魅力。二是让学生重视读的重要性，明确读的标准，跟上读的语速。 Step4 Read para.1 by themselves 1.Bring two questions Where did the rainstorm happen? What was the weather like before the heavy storm started? 2.Check the answers Read para.1 by themselves and circle the answers 依次精读四个段落。读的形式不一样，任务的设置不一样。目的却是一样。 即： 1.通过让学生进一步细读每一段内容，深刻了解文章的内容，抓细节。阅 读设计了层层递进的问题，遵循学生的认知规律，培养了学生抓细节的能力。 2.不同形式的读避免了阅读的单一与枯燥。尤其是小组内读，充分调动起 学生的积极性，发挥了小组作用。 3.以问带读，体现了读的目的性。 4.读后语言点渗透强化，让学生读有所获。 Step5 Read para.2 together 1. Ask: What did they need? 2.Check the answers with pictures on PPT 3. Read para .2 together and find the answers Step6 Read para2.3 fast Read and fill in the chart. What was he/she doing? Read para2.3 and underline the answers Step7 Read para.4 in groups Read in groups and think of three questions. What was the neighborhood like ? What did they do together? 思考：What do people learn from the big event? Step8 Summary ! Close your book and fill in the blanks There was a heavy _in Alabama .When the news on TV was _strong winds _ outside. Bens family was busy at that time. Dad _pieces of wood over the windows _ mom was making sure the flashlights and radio were working. Ben _ his mom make dinner when the rain beat heavily _ the windows. He finally _ when the wind was _ down. When he woke up， the sun _. Everything was_. They joined the neighbors to help_ the neighborhood together. Although the storm _ many things _， it _ people closer_. 学生借助黑板上的思维导图及板书的关键信息，独立完成该项任务。 设置语篇填空考查学生对课文内容的理解和语言形式的运用。基于课文的 语篇填空既可以增强学生对课文的理解，又可以加强他们对词汇的认知、理解 和运用。 Step10 Homework Retell the story to your English teacher， classmates or parents. 七板书设计: Unit 5 What were you doing when the rainstorm came? Section A 3a3c Rain storm where Alabama weather dark need flashlight matches candles put over the windows who activities Bens dad put over the windows Bens mom make sure Ben help make dinner after the storm in a mess spirit brokeapart brought closer together Unit 5 What were you doing when the rainstorm came?教学反思教学反思 Section A 3A-3c 本课时以旧知识带入新知识，由浅入深，逐步引入课时内容，学生易于理 解和接受，起到较好的效果。 在教学过程中我坚持以学生为主体，整个课堂是学生在开口说而不是老师 在干巴巴的讲授，尤其是阅读部分。要使同学们在默读的前提下做课本上要求 的练习题，也可以确定几个话题，学生用英语进行讨论，锻炼他们用英文思考 的能力，运用所学语言的能力。课文 3a 部分是一篇阅读文章练习学生阅读能力， 并且针对文章理解有若干个问题，在这一部分一定要让学生在默读的前提下独 立完成回答问题。锻炼他们的应试能力 本节课我的整个教学过程是围绕“读”这一实践活动，以“练”这条主线 贯穿于课文阅读教学中，始终以学生为主体，教师为指导，自始自终，有输入， 有反馈。由浅入深，全面培养学生听、说、读、写四方面的能力，尤其是阅读 能力。 优点：优点： 1. 创造语境，激发兴趣 我借助多媒体教学手段，把音像、文字、图像、动画等多种媒体综合运 用，使语音与语境相结合，从而使学生有身临其境之感，生动、形象、印象深 刻。有利于学生从视觉听觉上更好更快地接受知识。多媒体辅助教学使课堂容 量和密度加大，节奏加快，学生参与面广，使课堂教学收到了满意的效果。实 现了本节课的知识、能力和情感目标。 2. 师生互动较好，教学环节环环相扣，课堂生成顺畅自然。在课上，90% 的学生基本上的学生能够顺利的描述过去进行的事件，通过课堂教学， 学生学 习的主动性和积极性得以调动。 3.巧妙而恰当的导入先声夺人，自然的引出话题，激发学生阅读兴趣和求 知欲望，激活和提供了必要的背景知识；为进一步阅读解决了理解上的阅读障 碍， 使学生在心理上和知识上做好阅读的必要准备。 4.预测性问题的设置造成悬念，将学生带入情景，活跃了课堂气氛，激发 了学生的进一步阅读的愿望。 5.在阅读教学中引入思维导图，这一形式不但能帮助学生更好的理解课文， 更能帮助学生理清写作文章的结构，将阅读和写作有机的结合在一起。 6.让学生带着问题略读文章，找出文章的大意; 然后让学生带着问题细读段 落，找出文章细节。这些策略有利于学生逐渐提高寻找大意和细节的能力。 但不足不足的地方更多： 1.在练习掌握副词短语“when”和“while”层面不够深入，在学生活动中 活动内容太少，组织形式只是那么两三种，没有完全充分调动学生的积极性， 归根到底是课堂内容太多，学生难以一下子掌握。以后应当在备课方面多下功 夫研究学生情况，钻研教学方法。 2.教学过程显示，学生反应不如预期积极活跃，老师对学生思维能力把握 估计太高，个人回答不尽人意。教师应更加充分地接触学生、了解学生的学习 能力，更好地设计更有挑战性的问题。 3.学生笔头练习欠缺，使所学知识得不到及时的巩固， 4.教师对学生的评价太单一。 总之，对学生进行语言教学任重道远。我们要在实践中不断探索，以丰富 多彩的“形”式来点缀、深化英语知识的“神”采，把孩子们带到一个原汁原 味的英语境界中，不断激发其学习兴趣，让课堂充满活力、充满情趣，让学生 们学起来有滋有味，轻松自如。要培养学生的创造个性，仅停留在创设教学情 境上是不够的。教师首先要具有创新的精神，注重创设宽松、和谐的教学氛围， 尊重学生个体，注重抓住一切时机激发学生创新的欲望，注意对学生的学习行 为和学习结果、反应等做出客观、公正、热情、诚恳的评价