2021年初中英语教学设计方案复习过程.pdf

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1、此文档仅供收集于网络，如有侵权请联系网站删除只供学习与交流教学设计方案学科英语课题Unit5 What were you doing when the rainstorm came？Section A(Grammar Focus-4c)主备教师张志芳年级Grade 8 课型New 学时1 课时教材分析本 节 课 是 新 目 标 八 年 级 下 册Unit5 What were you doing when the rainstorm came？Section A(Grammar Focus-4c),主要学习用过去进行是描写过去正在发生的事情，Grammar Focus的表格中列出的了本单元（尤

2、其是Section A中）使用过去进行时的典型例句，4a 是一个结构练习，主要让学生通过造句注意到when 和 while在引导状语从句时的区别。4b 是一语篇类的填空练习，通过第一人称讲述一个发生在过去的车祸。4c 是笔头口头相结合的综合活动，通过制作表格前的询问让学生使用过去进行时进行交流学情分析八年级的学生已经有了一定的英语基础和听说能力，对英语学习有了较浓厚的兴趣。经过新课程的实践，学生有了初步自主合作和探究的能力。七年级下册已经学过现在进行时态，对其结构和用法都能够掌握和熟练的应用。因此为本节课的学习打下了良好的基础。教学目标1.知识与技能：1 Words and Phrases：i

3、cy;kid;have a look Grammar：past progressive tense 2正确使用过去进行时态，谈论过去的事情或讲述过去的故事。2.过程与方法：采用合作与探究的教学方法，引导学生运用发现归纳和实践等方法感知，学习语言，感悟语言功能，并结合PPT 课件，提供给学生更多展示才华的空间。3.情感价值观：通过本学习，加强学生的安全教育，增强自我安全保护意识。英语教学倡导“任务型”的教学途径，学生在执行任务的过程，通过实践思考，讨论和合作等方式学习和使用应用英语，并掌握重点内容，突破难点，使每位学生体验成功的乐趣。教学策略新目标英语强调的时任务型教学，强调学生要成为教学活动的

4、主体，而教师只是从中起到协调引导作用，因此在我的教学设计里，比较重视学生活动。充分调动学生的积极性，让他们成为学生的主动者。教学重点正确使用过去进行时态，谈论过去的事情或讲述过去的故事。when 和 while 的区别教学难点正确使用过去进行时态，谈论过去的事情或讲述过去的故事。when 和 while 的区别教学方法自主、合作学习，任务型教学教学媒体黑板，多媒体，PPT，|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 1 页，共 4 页此文档仅供收集于网络，如有侵权请联系网站删除只供学习与交流教学过程教学环节教师活动学生活动设计意图Revisi

5、on(5 minutes)T:what were you doing at the time of the rainstorm?T:Make up some sentences.Answer my questions.Make up sentences according to the pictures.通 过 问 答 给 学 生展 示 语 言 空 间，复 习 前 面 所 学 内容。迅 速，积 极地 进 入 英 语 课堂，提 高 学 生 的主观能动性。Presentation(15minutes)1.let students read Grammar Focus and find the ru

6、les.2.Check the answers together.学生自主合作学习完成导学案现在进行时present progressive tense 过去进行时past progressive tense 用法构成时间通过探究学习，置学生于探究者，发现者，合作者的角色，在探索中发现过去进行时的构成及 其 用 法，以 及when 与 while的区别2.探 究when与while的区别When 和 when 都可表示”当.的时候”，引导时间状语从句。你知道两者在过去进行时有什么区别吗？请仔细观察下面的例句，然后补全空格中的内容。1.I was walking to school when I

7、 saw a cat in a tree.2.When Sally arrived home,her mother was cleaning the house.主句的动作时持续性的，而从句动作是短暂性的，此时用 _引导时间状语从句，主句用_时态，从句用一般过去时态。3.While I was sleeping in the bedroom,someone knocked at the door.4.David fell while he was riding his bike.主句的动作是短暂性的，从句的动作时持续性的，此时用 _引导从句，主句用_时态，从句用过去进行时态。5.While A

8、ndy was waiting for the bus,he was reading a newspaper.6.He was cleaning his car while I was cooking.主句和从句的动作在过去的某时刻或某段时间同时发生，而且动作都是持续性的，此时用_引导从句，而且主句和从句都用_时态。Consolidation(8minutes)Work on 4a Look at the table and write sentences with both while and when.1.Some students write their answers on the e

9、xercise book,others write answers on the blackboard.2.Check the answers together.通 过 大 量 的 练 习来 加 深 巩 固 新 学习的内容。|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 2 页，共 4 页文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档

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16、I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3此文档仅供收集于网络，如有侵权请联系网站删除只供学习与交流Work on 4b 1.Fill in the blanks with was,were,while,when.2.Check the answers.3.Read the passage carefully and retell it.1.Finish 4b.2.Rete

17、ll the passage.Work on 4c 1.T:what were you doing you at these times last Sunday?Fill in the chart.Then ask your partner.2.let other students to repeat the conversation.for example:-what was A doing at 9:00a.m.last Sunday?-He was v.+ing1.Ask and answer in pairs and fill in the blanks.1.Show the conv

18、ersations.2.Let other students to repeat the conversation.For example:-what was A doing at 9:00a.m.last Sunday?-He was v.+ing Time You Your partner 9:00a.m.11.30a.m.4:00p.m.9:00p.m.通 过 小 组 活 动 锻炼 学 生 的 综 合 语言 运 用 能 力，使本 节 课 的 知 识 得到升华。Production(10 minutes)1.引 导 学 生 小 结梳理知识框架，规律，方法，并对合作小组当堂学习情况进行总结评

19、价，巩固学生所获得语言知识和经验。2.Ask one of the students to say what they have learnt.3.当堂检测4.Check the answers.1.A student say what he have learnt.Words and phrases.过去进行时的用法和构成。2.Do some exercises.(见导学案)让 学 生 反 思，体现 学 生 的 主 体 地位，并 及 时 反 馈学到的知识。Homework 1.Remember the words and phrases.2.Use the past progressive

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31、0A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K

32、10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7

33、K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3文档编码:CM6C7K10A1M2 HR10L2M1H6N8 ZE10Z6E6I8X3