新人教版八年级英语下册教案 Unit 5 What were you doing when the rainstorm came教案1Word文档格式.docx

新人教版八年级英语下册教案 Unit 5 What were you doing when the rainstorm came教案1Word文档格式.docx

《新人教版八年级英语下册教案 Unit 5 What were you doing when the rainstorm came教案1Word文档格式.docx》由会员分享，可在线阅读，更多相关《新人教版八年级英语下册教案 Unit 5 What were you doing when the rainstorm came教案1Word文档格式.docx（9页珍藏版）》请在冰点文库上搜索。

1.Knowledgeobjects（知识目标）

Thestudentsarerequestedtomastertheusageofthepastcontinuoustense

2.Abilityobjects（能力目标）

Makethestudentstherealmastersinclasswhiletheteacherhimselfactsasthe

director,atthesametime,trainthemwithsomeeffectivelearningmethodstooptimizethestudents'

learningresults.

3.Moralobjects（情感目标）

EnablethestudentstofallinlovewithEnglishclassroomactivitiesandencouragethemtocooperateinclasssoastogoaheadtogether

4.Studystrategyobjects（学习策略目标）

MakethestudentstrytograspthechanceofcommunicationinEnglishandlearnto

takeanactivepartintheclassactivities.

ⅢAnalysisofTeachingandLearning

1.Howtoteach

1）Task-basedLanguageTeaching（任务型教学）

Igivestudentsfourtasks.Studentscangraspthetensebymeansoffinishingthesetasks.TheycanenjoythemselvesinlearningEnglishduringthetasks.

2）SituationApproach（情景教学法）

Iwillcreateenoughcommunicativesituationstostimulatestudents’visionandhearing,sothattheycangetabetterunderstandingaboutthetense,andgetgoodsituationstotraintheirlisteningandspokenEnglish

3）CommunicativeApproach（交际教学法）:

Studentscanlearnthetensebycommunicatingwitheachotherinpairsorgroups.

2.Howtolearn

1）StudentsshouldbegoodatgraspingthechanceofcommunicationinEnglish.Theycanexperienceithappily.

2）Theyshouldtakeanactivepartintheclassactivitiesanddowellinthecooperationwiththeirpartners.

Ⅳ.TheAnalysisofTeachingProcess

Step1---Organization

1.ExchangegreetingswiththeSs.

2.Singasong:

IfYOUAREHAPPY

ShowtheflashsongonthescreentotheSs,thewholeclassarerequestedtostandupandsingtogether.Whiletheyaresinging,theycanclaptheirhands,stomptheirfeetandshout“hurray”

（SingingasongcanhelpwarmuptheclassatmosphereandgathertheSs’attentionstostudy.）

3.Dutyreport:

Itisbetweentwostudents.Theyarehavingadialogue.

（Ithinkdutyreportisalong-termandessentialpartofdailyteaching.ItisagoodopportunityforSstopracticetheirlisteningandspokenEnglish.）

Step2---Revision

（Theaimofrevisionistorevisethepresentcontinuoustense,I’lldolikethis）

1.Showthreeanimationpicturesonthescreen

（somesoldiersrunning,amanplayingtennis,amaneatingbread）.

Aftershowingthepictures,ask:

----Whataretheydoing?

---Theyarerunning

---Whatishedoing?

---Heisplayingtennis.

---Whatisthemandoing?

---Heiseating.

2.Leadthestudentsintotherealsituations:

Askoneboystudent:

whatareyoudoingnow?

Thestudentmayanswer:

Iamlisteningtoyou.

Tellthewholeclass:

Yes,heislisteningtome.

Repeatthiswithonegirlstudent.Practicewiththewholeclass,tryingtorevisethetensewithdifferentpersonalpronouns.

3.Studentsaskandanswerinpairs,usingthepresentcontinuoustense.

Step3---Leadingin:

introducethepastcontinuoustensetothestudents

（Thestepofleadinginistoletthestudentsgettoknowthepastcontinuoustensenaturally.）

1.Askonestudent（studentA）toleavetheroomandwaitoutsidethedoor

Thenasktwostudentstodoactions,one（studentsB）iswritingontheblackboardandtheother（studentC）iswalkingaroundtheroom.TheykeepdoingitwithoutstoppinguntilIaskthemtostop.

2.AskstudentB:

Whatareyoudoing?

StudentBanswers:

Iamwritingontheblackboard.

（Writethesentenceontheblackboardasblackboardwork）

RepeatthiswithstudentC,write:

Iamwalkingintheroomontheblackboard.

3.Askthestudentoutsidetocomeinandsitdown.Thenaskthetwostudentswhoaredoingactionssitdowntoo.

4.Askthefirststudentwhowaswritingontheblackboard.

Ask:

Whatwereyoudoingwhen（studentA）camein?

Helphimtoanswer:

Iwaswritingontheblackboardwhenhecamein.

（WhileIwaswritingontheblackboardastheblackboardwork）

Isaytotheclass:

Hewaswritingontheblackboardwhen（studentA）camein.

Asktheclasstorepeatit:

5.Repeatthiswiththesecondstudentwhowaswalkingintheroom.

（WriteIwaswalkingintheroomontheblackboard）

6.Asksomeotherstudentsthequestion:

Thenstudentsaskandanswerinpairs:

7.Pointtotheblackboard-writing（Duringmyteachingabove,Ihavewrittenitontheblackboardstepbystep）.Helpthemtofindoutthedifferencesbetweenthetwopairsofsentences.Tellthestudents:

Todaywearegoingtolearnanewtense----thepastcontinuoustense.

Introducethepastcontinuoustense.

Iamwritingontheblackboard.

Iwaswritingontheblackboard.

Iamwalkingintheroom.

Iwaswalkingintheroom.

8.Comparison:

makeacomparisonbetweenthetwotenses.

（Makingacomparisoncanletthestudentshaveadeepimpressiononthetense）

时态

现在进行时

过去进行时

用法

表示现在正在进行的动作

表示过去某个时刻正在进行的动作

结构

is/am/are+doing

was/were+doing

例句

IamhavinganEnglishclass

IwashavinganEnglishclass.

Step4–--NewLesson:

SectionA1a1b

1a.Showapicture（thepictureonpage18）onthescreen.

Tellaboutthepicturewiththestudents.

Say:

Areporterwasaskingsomepeople“WhatwereyoudoingwhentheUFOarrived?

”Ifyouwanttoknowwhattheyweredoing.Pleaseopenyourbooks,let’ssee1a.pleaselookatthepictureandmatchthestatementswiththepeopleinthepicture

1b.Inordertotransitfrom1ato1bnaturally.

Isay:

Wouldyouliketoknowwhatthereporterwasasking?

Nowpleaselookatthepictureandlistentothereporter’squestionsandcirclethecorrectresponses.

（Thisstepistoleadinthetexttothestudents.PresentingthepicturestoSsistoarousetheirintereststothetext,theUFO.Atthesametime,thisstepcanhelpthestudentsdotask1easily）

Step5FourTasks

（Onthebasisofabove,itisrighttimeformetogivefourtaskstotheSs.Thesefourtasksgofromtheeasytothedifficult）

Task1:

talkaboutwhatpeopleweredoingwhentheUFOarrived.

1.Inordertodothetaskmoreeasily,Ishowthepictureonpage18again.

Ipointtothemanwhohadhishaircut.

Iask:

Wherewashe?

WhatwashedoingwhentheUFOarrived?

Repeatthisbypointingtotheotherpersonsinthepicture.

2.Askstudentstoaskandanswerinpairs

3.Asksomepairstoactitoutinfrontoftheclassaccordingtothepicturesonthescreen.

（IntaskI,studentscanpracticethetensebytalkingaboutthepicturewiththeirpartners）

Task2:

AMemoryCompetition

（Afterstudentsdosomepairworkabove,someofthemmaybeabsent-minded.Soinordertomobilizetheatmosphereinclass,Idesignamemorycompetition.Inthecompetition,Iletthestudentsmakesentenceswiththepastcontinuoustense.）

Thecompetitionislikethis:

1.showmorethantenanimationpicturesonthescreen.Assoonasonepicturewithcorrespondingtimeappears,itdisappearsveryquickly（aboutseveralseconds）.

2.Thewholeclassisdividedintofourteams.Ifonestudentknowstheanswer,hemuststandupquicklybeforethesecondonestandsup.Ifhegivestheanswercorrectly,thenhisteamcangetonescore.

（Applyingtheformofcompetitionisquiteeasytomobilizethestudents’allpositivefactors.Theycanusethetensenaturallyduringtheactivity.Thisisthefirstclimaxofthelesson）

Task3:

Whowasthemurderer?

Inordertoappearasecondclimax,Idesignanimaginarysituation:

AgirlwasmurderedatFengzePlazalastnight.Apolicemanismakingasurveyofthisaccidentamongyou.

P:

Wherewereyouat12:

00lastnight?

A:

Iwasinthepark（…）

Whatwereyoudoingthere?

Iwas…

1.Iaskseveralstudentstomakeamodeldialoguewithme.

2.Studentsroleplayingroupsoffour.

3.Choosetwostudentsineachteamaspolicemen.TheymakeasurveyintheirteamTheyshouldwritedowntheirsurveyresults.

Thesepolicemenask:

Thenaskthesepolicementoreporttheirsurveyresultstotheclass.

（Inordertostimulatethestudents’visionandhearing,Icreateanimaginarycommunicativesituation:

amurderatFengzePlaza.Thisisthesecondclimaxofthelesson）

Task4:

Useapicturetotellastoryusingthepastcontinuoustense

（Onthebasisofthethreetasksabove,itispossibleforthestudentstodomoredifficulttask.）

1.IshowapictureinSectionB4aonthescreen.Thepictureisaboutastory.Itsaysathiefstoleagirl’sbikewhenthegirlwaswatchingothersswimming.Ineverypicture,thereisaclockshowingthetime.Thestudentsshouldusethetimetotellthestory.

2.Workingroupsoffour

（Byfinishingtask4,theycangoastepfurthertounderstandthetense.Aftertheyfinishthefourtasks