Unit 5 What were you doing when the rainstorm came_ Section A 2a-2d “双减”作业设计 人教版英语八年级下册.docx

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1、春“双减”英语课时作业设计（二）基本信息姓名学校联系电话学段初中学科英语教材模块、单元、章节课时人教版新目标 八年级下册 Unit 5 What were you doing when the rainstorm came? Section A 2a-2d作业类型课时作业 R单元作业 学期作业 作业功能课前预习课中练习R课后复习作业目标1、 巩固单词词组，强调基础知识2、 创设真实语境，突出语用功能3、 探究语篇意义，落实立德树人题型仿中考题型题量共（5）小题，其中基础性作业（4）小题，拓展性作业（1）小题时长总时长（20+10）分钟，其中基础性作业（20）分钟，拓展性作业（10）分钟第一部分

2、 基础性作业（分层要求，必做）题号作业内容设计意图和题目来源（选编、改版、创编）1根据所给首字母或汉语提示完成句子。1. My _（闹钟）didnt go off so I woke up late.2. All of a s_ it began to rain heavily.3. I was so b_ looking for the umbrella that I didnt see a car coming.4. I took a hot s_ and ate some home.5. Finally, the bus came and b_ me home.6. I was in t

3、he kitchen _（帮助）my mother.7. When the rainstorm _（突然）came, what were you doing?8. I ran to the bus stop but I still _（错过）the bus.9. I was waiting for the bus when it began to rain _ (大地，猛烈地).10. I called you again at eight and you didnt answer, _（也）.答案：1. alarm 2.sudden 3. busy 4. shower 5. brought6

4、. helping 7. suddenly 8.missed 9.heavily 10. either 设计意图：让学生在句子中加深对生词的理解并达到熟练运用的目的，培养学生学习英语的浓厚兴趣，养成主动记单词的习惯。学科素养：R语言的建构和运用思维的发展和提升审美的鉴赏和创造文化的理解和传承能力维度：识记理解分析综合鉴赏评价表达应用探究题目来源：改版2根据所给汉语和提示词完成下列句子。11.当小偷进来的时候，警报响了。(go)The alarm _ when the thieves got in.12. 今天早上我起床晚了，因为我的闹钟没发出响声。(go)I got up late this

5、morning，because my alarm didnt _.13. 地上有一件毛衣，请捡起来。(pick)There is a sweater on the floor, please_.14. 请告诉我们昨天早上发生了事。 （happen）Please tell us _yesterday morning.15. 当你打电话，我正在洗澡。（shower） When you called, I _.16. 我正在家等母亲下班回家时，突然开始下雨。（wait） I _my mother who came home from work at home when it began to rai

6、n.答案：11.went off 12. go off 13. pick it up 14. what happened 15. was taking a shower16. was waiting for设计意图：针对本课的重点词组和知识点进行巩固练习，相对于简单的读背短语和知识点而言，设计一定的习题更能检查学生对语言现象的理解与运用。学科素养：R语言的建构和运用思维的发展和提升审美的鉴赏和创造文化的理解和传承能力维度：识记理解分析综合鉴赏评价表达应用探究题目来源：改版3阅读理解（句子还原）：A. All the people understood what happened just no

7、w.B. She opened the door quickly，but there was nobody outside.C. It learned many English words by watching TV.D. She called the police at once.E. They ran into the house to save the child.Last Saturday afternoon，Mrs.Smith was cooking dinner in the kitchen.Suddenly she heard a child crying，“Help! Hel

8、p me！” She was very scared. (17)_ She searched carefully and she was sure that the sound came from her neighbors bedroom.(18)_ The policemen arrived soon and knocked at the door.“Help! Help！” The child was still crying.But no one answered the door.The policemen kicked the door open. (19)_ They searc

9、hed all the rooms one by one，but they couldnt see anybody. It was so strange!“Hello，everyone！” A big white parrot said.(20)_The parrot cried for help like a child.At this time Mrs.Smiths neighbor came back home.She was very sorry.She said her parrot was 10 years old.Its name was Luna.It loved watchi

10、ng TV. (21) _ It could also speak a little Spanish. Finally everyone laughed happily.答案： 17-21 BDEAC设计意图：本课时我们主要的学习内容是过去某一时刻或某段时间内正在进行做的事情，重点学习了过去进行时的用法。设计这一篇综合填空，紧扣本单元主要话题，练习了重点单词、词组等内容，对学生来说也是一个综合能力的检测和提高。学科素养：R语言的建构和运用思维的发展和提升R审美的鉴赏和创造R文化的理解和传承能力维度：识记理解分析综合鉴赏评价表达应用R探究题目来源：选编4书面表达： 假设你采访了Jane, 她告诉

11、你在星期一的各段时间里她所做的事情。请你根据她所提供的信息写一篇80词左右的短文。开头已给出，不计入总词数。8：00 9：00 a.m.English class10:00 11:30 a.m.homework2:00 3:30 p.m.tennis4:00 5:30 p.m.shopping7:00 7:30 p.m.CCTV news8:00 9:00 p.m.reading It was Monday. Jane went to school early in the morning. _例文：It was Monday. Jane went to school early in the

12、 morning. She was having an English class from 8:00 to 9:00 a.m. Later, she did her homework for one and a half hours. She had her friends were playing tennis from 2:00 to 3:30 p.m. It was interesting. After that, she was shopping from 4:00 to 5:30 p.m. From 7:00 to 7：30 p.m., she was watching CCTV

13、news at home. From 8:00 to 9:00 p.m., she was reading an interesting book. Then she went to bed.设计意图： 从最简单的单词到词组到句子，从听说读，最后落到学生的笔头上的写，让学生学会清楚正确的表达如何介绍自己过去某一时间段内所做的事情。学科素养：R语言的建构和运用思维的发展和提升R审美的鉴赏和创造R文化的理解和传承能力维度：识记理解分析综合R鉴赏评价表达应用探究题目来源：创编第二部分 拓展性作业（选做）题号作业内容设计意图和题目来源（选编、改版、创编）1请认真再听2a/2b录音，请同学们回忆昨天上午（分时间段）所做的一些事情，注意要运用过去进行时态。然后在课堂上进行对话。其他同学认真听，并帮助指出存在问题，相互帮助，共同提高。设计意图：英语作为一门功能性语言的学习，最重要的功能是让学生学会倾听和交流。学生通过这种方式，能够有效的培养口语交流能力和笔头能力。学科素养：语言的建构和运用思维的发展和提升审美的鉴赏和创造R文化的理解和传承能力维度：识记理解分析综合鉴赏评价表达应用探究题目来源：创编作业评价与改进学科网（北京）股份有限公司