What were you doing when the rainstorm came?
教学设计
I. Analysis of teaching material
This unit is from PEP the 2nd semester, Unit 5 What were you doing when the rainstorm came? Section A3a-3c. The topic is about rainstorm. And such a topic is related to the students’ daily life, which is good to teach students to master reading skills.
II. Teaching objectives 1.Knowledge objectives：
(1)Students can master the new words.such as storm, wind, light, report, area, wood, window, flashlight, match, beat, against, asleep, rise, fallen, apart
(2)According to fast reading, Ss can get the main idea of each paragraph quickly.
(3)According to careful reading, Ss can master the key words, find out the detail information and understand the writer’s opinion.
2. Ability objectives:
(1) According to the title and the picture in the passage, Ss can increase the ability of prediction.
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(2) According to discussion, Students can show their opinions about how to help each other freely. 3. Morality objectives:
To know how to deal with difficulties and to learn the spirit-
help each other.
III. Teaching key points and difficult points Teaching key point:
(1) To grasp the new words and phrases.
(2) To learn to talk about events happened in the past . Teaching difficult points:
(1) To know the details and general idea of the passage by using reading strategy. IV. Teaching procedures Tasks Teacher’s activities Step1. Students’ activities Purposes 1.Daily greetings Students answer To lead in the questions. the lesson Warming-up to the students Step2 Lead-in
1. Talk about weather What kind of 1. Watch videos and answer questions. 1. To lead in the topic of this lesson 2
weather do you like ? 2. Play a video of rainstorm ： A rainstorm happened in this area. 3. Ask： 2. What do we need to prepare naturally 2.This can train Ss’ ability of fora a rainstorm。 prediction. 3.Think what 3.To arouse students’ learning interests .What do we need do we need? to prepare for a rainstorm? Step3 Skim the passage 1.Read quickly and match the main idea with each paragraph with the help of first sentence。 2.Divide the passage into parts。 1.Skim the passage 1.to get the main idea of And answers the each questions. 2.Read the passage and make sure the main idea of paragraph quickly by using reading skill 2.Ss can get the basic elements 3
each paragraph. what, why and how 。 Step4 1. Bring two Read by themselves And circle the answers 1. Read para .2 together And find the answers 2.Read para2.3 1. let Ss understand what the writer want to tell us 2.Students can work together and find out answers together. 4
Read para.1 questions by themselves Where did the rainstorm happen? Step5 Read para.2 together
What was the weather like before the heavy storm started? 2.Check the answers 1.Ask: What did they need? 2.Check the answers with pictures on PPT What was he/she And underline Step6 Read para2.3 fast Read and fill in the chart.
doing? the answers 1.Read in groups 1. Remember the and think of two questions. What was the neighborhood like ? two questions. 2.Follow the group leader to read. 3.Read together 5
What did they do in group. together? PS. Rules of 4.Share or discuss the reading in groups questions in group 2.Ask a group of students to read. The other students think: What do people learn from the big event? Step7 Read para.4 What other tings Work in groups To learn to in groups Step8 . can bring people together? Homework Retell the story to your English teacher, classmates or parents
Unit 5 What were you doing when the rainstorm came(3a-3c) Where: Alabama weather: dark need: flashlight matches candles put over the windows who activities Ben’s dad put over the windows Ben’s mom make sure Ben help …make dinner after the storm in a mess spirit broke…apart brought …closer together help each other in times of difficulties Unit 5 what were you doing when the rainstorm
came？(3a-3c)学情研究
八年级学生活泼好动，求知欲强，接受能力较强。经过一个半学期的任务型课堂的熏陶，他们对课堂上的英语活动已经习惯，要求参与课堂活动的热情很高，课堂表现活跃。
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学生基本上能接受大密度的语言输入与语言输出课堂授课模式，课堂上，他们也能够进行多人合作学习。今天学习的“what were you doing when the rainstorm came”比较贴近学生的现实生活，容易被学生接受，同时利用与课文内容有关的活动场景和知识的出现，让他们在“剧”中学英语，我相信会产生浓厚的学习兴趣的！
在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦.同时在阅读和书面表达中加以落实,提高他们综合运用语言的能力,使各层次的学生都有所收获。
Unit 5
what were you doing when the rainstorm
came？(3a-3c)评测结果分析
一、调查基本情况
本次调查主要是采取随机抽取学生座谈方式进行，调查对象为本节课上课学生。此次调研活动累计听课40人次，主要从学生课堂表现、学习效果评价和教学环境、设施状况等四个方面展开调查，并就调查结果进行了分析。 二、调查结果与分析 （一）调查结果 项调 调查内容 调查结果 7
目 查 优 良 中 差 序 项 号 1 目 携带教材、配套习题册等学习资料。 课堂无吃东西、交头2 90% 10% 0% 0% 接耳、睡觉、玩手机、100% 学生看课外书籍等现象。 课堂课堂学习氛围活跃，0% 0% 0% 3 表现 踊跃发言、积极参与、75% 形成师生良好互动。 能跟随教师的教学思15% 10% 0% 4 路、认真做好课堂笔90% 记、完成课堂练习。 学习学生理解和接受授课内容。 课桌椅摆放整齐、课10% 0% 0% 5 效果评价 教学环境75% 10% 5% 5% 6 室照明、卫生情况良95% 好。 教学用具准备齐全。 90% 教学设备、设施正常95% 5% 0% 0% 7 8
设施情况 10% 5% 0% 5% 8
0% 0% 运行。 （二）调查分析 1、学生课堂表现
（1）第1、2项主要是从学生学习态度方面进行的调查，调查结果来看，绝大多数学生的学习态度端正，但仍存在着不带教材现象。
（2）第3、4项是调查学生的课堂参与度和听课的专注程度。从调查结果来看，近十分之一的学生未能很好发挥主体能动性，课堂投入不够。 2、学习效果评价
第5项是对学生的学习效果进行的调查，通过与学生交流，85%的学生认为可以很好的接受并理解教学内容，但仍有少数学生反映听课紧张，影响发挥。 3、教学环境、设施运行情况
第6、7、8项主要是对课室的卫生状况、教学用具的准备情况以及教学设备、设施的运行等方面进行的了解。从统计数据来看，对以上几方面的认可度较高。 三、结果分析
（一）打造具有个人教学特色的教学。
认真备课，把知识输入设计的具有“启发性”，让学生在自我预习的知识基础上，主动利用已有知识构建新的知识体系。
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（二）转变教学观念，落实学生主体地位。
简单指令，让学生理解教师教学意图，充分利用肢体语言，教师做到少说不说，学生才能多说多练，简化教学模式，高效课堂学习。
积极探索教学方法，更多的是启发学生，留给学生一些思考的空间，教给学生学习的方法，正所谓“授人以鱼，三餐之需；授人以渔，终生之用”，带着知识走向学生，只是“授人以鱼”，带着学生走向知识，才是“授人以渔”。教师应转变教学观念，充分发挥学生的主体性，在切实提高课堂教学质量的同时培养学生的终身学习能力。 （三）对待后进生，要有耐心，持之以恒
从课上回答问题可以看出，有个别学生没有掌握好课堂教学内容，这些学生英语基础薄弱，教师要做好课后辅导，促其进步。
Unit 5
What were you doing when the rainstorm ca
me?（3a-3c）教材分析
本课教学内容选自是人民教育出版社义务教育教科书新目标英语八年级下册Unit5 what were you doing when the rainstorm came?（3a-3c）部分。以“What were you doing
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when the rainstorm came?”为中心话题，学习和运用过去进行时让学生能描述过去正在发生的事情。这些都是与我们的实际密切相关，能够轻松地激起学生学习英语的兴趣，师生、生生之间的交流也培养了学生的合作精神，促进了学生，教师的情谊，从而对学生英语学习水平的提高会有很大的促进。
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。
该部分是一节阅读课。本部分内容的教学共需一个课时。
Unit 5
what were you doing when the rainstorm
came(3a-3c)评测练习
学生通过本讲学习，能够掌握本单元的重点词汇句型，并在综合能力上有一定的拓展。
1. pick up
(1) 捡起：pick up the book
(2) 接电话，接某人 pick up the phone /pick up her children (3) 通过非正规途径学得语言 pick up some English 2. beat
(1) 打败某人beat sb
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(2) （有规律地）想敲打，跳动 (3) 做名词可表示“节拍”
3. make one’s way to sw 费劲的向某地前进 4. in silence 沉默，无声
5. take down：拆除，记录，往下拽
6. at first 首先，最初 at last最后，最终 7. fall asleep 入睡
8. have a look at…看一看
9. realize：意识到，理解，领会 realize one’s dream:实现梦想 10. raise/rise raise：及物动词 （1）举起raise your hand （2）抚养 raise her family （3）筹集 raise money
rise:不及物动词升起，增加，提高 如：the run rises in the east. 一、单项选择
( )1、Amy was reading a book _____ I came in. A. when B. while C. because D. though ( )2、______the children have fun, parents can take dance lessons on the beach.
A. When B. If C. While D. Once
( )3、There aren’t many tickets left for the concert, you'd better ______that you get one today.
A. make sure of B. make a decision C. make sure D. make plans
( )4、Sometimes it rains _________in Guangzhou in summer .
A. heavily B. heavy C. strong D. Strongly
( ) 5、When you want to work for our country in the future,
____, we should have strong body and rich knowledge. A. at first B. first of all C. for the first time D. after all
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一、单词拼写(单句首字母填空)
1. The weather is very s . In the morning, it is full of sunshine, but now it becomes freezing cold.
2. According to a r in the newspaper, the basketball star was seriously injured.
3. The l in the room is too weak; I can't see it clearly.
4. Every morning my a clock wakes me up. 5. Be careful to drive on an i street in winter. 二、适当形式填空(单句适当形式)
1. While we ______(wait) for the bus, a girl _________(run) up to us.
2. I _________ (telephone) a friend when Bob __________ (come) in.
3. It was quite late at night. George _________(read) and Amy __________ (watch) the movie
4. I _____ (have) my breakfast at half past six yesterday morning.
5. Mary _____ (go) over her lessons from six to seven last night. 6. What _____you ______(do) at that time?We _________(watch) TV.
7. They ____________(not make) a model ship when I saw him. 8. Now Jim’s sister __________________(read) newspapers. 9. He __________________(watch)TV at nine last night. 10.He __________________(watch)TV last night. 三、翻译(根据中文提示完成句子) 11. 她捡起电话并拨了一个号码。
She the telephone and dialed a number.
12. 电影太无聊了, 演了一半我就睡着了。 The movie was too boring.
I half way through it. 13. 昨天他没有意识到自己做错了事情。
Yesterday, he that he had done wrong.
14. 雨水拍打在窗户上。
The rain the windows.
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15. 暴风雨停息之后，孩子们又出来玩耍了。
After the storm , the children went out to play again.
Unit 5
what were you doing when the rainstorm
came(3a-3c)教学反思
整个教学过程围绕“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：
1.目标引领、有针对性，体现了本节课的知识、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。
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
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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。
不 足：教学过程显示，学生思维敏捷，超过预期，老师对学生思维能力把握还过于保守，教师对学生的思维能力预估偏低。教师应更加充分地接触学生、了解学生的思维能力，更好地设计更有挑战性的问题。
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。
Unit 5
what were you doing when the rainstorm
came(3a-3c)课程标准的研究
本课是新目标英语八年级下册第五单元，其教材是以“What were you doing when the rainstorm came?”为中心话题，学习和运用过去进行时让学生能描述过去正在发生的事情。这些都是与我们的实际密切相关，能够轻松地激起学生学习英语的兴趣，师生、生生之间的交流也培养了学生的合作精
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神，促进了学生，教师的情谊，从而对学生英语学习水平的提高会有很大的促进。
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