人教版八年级英语下册第五单元教案
人教版八年级英语下册第五单元教案
Unit 5 What were you doing when the rainstorm came?单元教学目标与要求话题：难忘的事件功能：1.能讲述过去发生的事情2.能讲故事语法：1.能正确使用连词when 和while:He was reading in the library when the rainstorm came.While linda was sleeping,jenny was helping mary with her homework2.能恰当使用过去进行时结构进行提问和叙述：A:what were you doing at eight last night?B:I was talking a shower.A:what was Jenny doing while linda was sleeping?B:While Linda was sleeping,Jenny was helping Mary with her homework.词汇和常用表达：1.能使用下列词汇alarm, storm, wind, light, area, wood,window, match,passage, pupil, silence, date, tower, truth, begin, report, beat, rise, kid, realize, strange, asleep, fallen, icy, heavily, suddenly, completely, recently, against2.能正常使用下列常用表达：go off, pick up, fall asleep, die down, have a look, make one’s way, in silence, take down, at first3.能认读下列词汇：rainstom, flashlight, apart, shocked, terrorist学习策略：通过文章插图和标题等获取文章的主旨大意，训练快速阅读的技巧文化知识：1.了解美国民权运动领袖马丁•路德•金2.了解震惊世界的9.11恐怖袭击事件。
Unit5+SectionA(3a-3c)教案+2023-2024学年人教版英语八年级下册
人教版英语八年级下册教学设计年级八年级科目英语授课人时间课题名称Unit5 What were you doing when the rainstorm came?课时Sec A-(3a-3c)学情分析教学目标LanguageCompetence1.Master the key words and expressions: storm, light, flashlight, match, beatagainst, asleep, fallen, apart; make sure, die down, in amess, with a seriousstorm happening outside…Sentence patterns:1)Black clouds were making the sky very dark.2)With no light outside, it felt like midlight.3)Although the storm broke many things apart, it brought families andneighbors closer together.2.Learn how to use past continuous tense.CulturalConsciousness1.Encourage students to develop good quality of students and help each otherin the face of difficulties.2.Develop the spirit of cooperation and optimistic attitude.ThinkingQualityUnder the teacher’s guide, encourage students to care for society and life andlearn to tell stories.LearningAbilityThrough this period, most students will be able to improve their readingabilities and master the structure of telling stories.重点1.Master new words and expressions.e the past continuous tense to talk about the past or tell a story of the past.难点1.Be able to talk about past events using the target language.2.Improve students’ reading skills.教学过程集体研讨Step1 warm up and revision1.Free talkT present pictures ans let students answer.T:What were you doing at five yesterday?S:She/He was...T:What about me ?I was playing king’s honor.2.RevisionRevise phrases and sentences according to the pictures. Step2 Pre-readingLet students watch a video.There was a heavy rain, the students in the report were having a graduation ceremony (毕业典礼).T:What will you see when there is a rainstorm?S:Black clouds, broken windows, rubbish everywhere, fallen trees and heavy rain.Step3 While-reading1.SkimSkim the passage quickly and find out what the passage is about.2.Fast reading1)Match the main idea with each paragraph.Read the passage and match the paras with the meanings.Para. 1 The activities during (在……期间) the rainstorm.Para. 2 The result (结果) after the rainstorm.Para. 3 The weather before the rainstorm.Para. 4 The preparation (准备) before the rainstorm.2)What is the order（顺序）of the passage?The order is according to（根据）____ A.time B.place C.character3.Careful reading1)Read Para. 1 and answer the question.What was the weather like before the heavy rainstorm started?2)Read Para. 2&3 and finish the mind-map.3)Read Para 4 and answer the questions.Q1:What was the neighborhood like after the storm?Q2:What did Ben’s family do after the rainstorm?3)Read the last paragraph and write down true or falseStep4 Post-readingFill in the blanks and make a summaryAlthough the storm broke many things apart, it brought families and neighbors closer together.What other things can bring people closer together?List an example about novel coronavirus.This is king’s honor.Step5 PracticeWork on 3b. Read the passage again and complete the sentences using informationfrom the passage.1) When the news on TV was reported, strong winds were _____________ outside.2）While Ben’s 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 _________________.Step6 HomeworkUnit 5What were you doing when the rainstorm came?A(3a---3c)教学反思。
人教版八年级英语下册Unit5SectionA2a2d教学设计
3.翻译题：将中文句子翻译成英文，要求学生运用一般现在时描述城市的地理位置、历史、文化等特点。
（五）总结归纳，500字
在课堂的最后，我会邀请几名学生分享他们在课堂上的学习心得，总结一般现在时的用法和本节课所学的核心词汇和短语。
然后，我会对本节课的教学内容进行归纳总结，强调学生在学习过程中应注意的语法点和阅读策略。同时，鼓励学生在课后继续关注世界各地的城市，了解不同文化的差异，提高自己的英语素养。
在情感态度方面，学生对世界各地的文化充满好奇，渴望了解更多的异国风情。因此，本节课以介绍不同城市的特色为主题，能够激发学生的学习兴趣。此外，学生在小组合作、课堂展示等方面表现出较强的积极性，有利于开展任务型教学。
然而，学生在阅读理解方面仍需加强，对于文章主旨的把握和细节信息的捕捉能力有待提高。在本节课的教学过程中，教师应关注这一情况，有针对性地进行阅读策略的指导，帮助学生提高阅读理解能力。
随后，我会告诉学生：“Today, we are going to learn about a city which is famous for its long history and traditional culture. Can you guess which city it is?”通过设置悬念，引导学生进入新课的学习。
人教版八年级英语下册Unit5SectionA2a2d教学设计
一、教学目标
（一）知识与技能
本节课为“人教版八年级英语下册Unit 5 Section A 2a-2d”，旨在帮助学生掌握以下知识与技能：
1.掌握本节课的核心词汇与短语，如：famous, population, history, traditional, culture, be known for, as well as等，并能熟练运用到日常交流中。
英语人教版八年级下册Unit5教案
英语⼈教版⼋年级下册Unit5教案Unit 5 What were you doing when the rainstorm came?Section A 3 (Grammar focus-4c)教学⽬标：1 语⾔⽬标：能运⽤过去时态描写过去发⽣的事情2 技能⽬标：能听懂有关过去发⽣事件，能简单描写过去发后的事件3 情感⽬标：能过学习本课，培养学⽣在困境中互帮互助的品质教学重点单词短语: rainstorm, suddenly, alarm , go off , pick up , strange, report, area, wood, light, window, match, beat, heavily, against, asleep, fall asleep, die down, rise, apart, passage, pupil, bright, play ground, bell, completely, silence, in silence, recently, date, tower, at first, realize, truth句⼦:1. What were you doing at eight last night? I was taking a shower.2. What was she doing at the time of the rainstorm?She was doing her homework.3. What was he doing when the rainstorm came?He was reading in the library when the rainstorm came.4. What was Ben doing when it began to rain heavily?When it began to rain, Ben was helping his mom make dinner.5. What was Jenny doing while Linda was sleeping?While Linda was sleeping, Jenny was helping Mary with her homework语法：过去进⾏时。
人教版八年级英语下册Unit5SectionB2a2e教学设计
3.请学生完成课后练习册中与本节课相关的练习题，要求学生在完成练习的过程中，注重对阅读策略的运用。
（设计意图：通过练习题，巩固本节课所学的词汇、语法和阅读策略，提高学生的解题能力。）
4.学生观看一部关于其他国家文化、风土人情的英文纪录片，并简要介绍所观看的纪录片内容，分享自己的观后感。
4.各小组展示讨论成果，其他小组进行评价和提问。
（四）课堂练习
1.教师设计不同类型的练习题，如填空、选择、匹配等，让学生巩固所学知识。
2.教师组织学生进行口语练习，如角色扮演、小组讨论等，提高学生的口语表达能力。
3.教师针对学生的练习情况，给予及时反馈和指导，帮助学生纠正错误，提高练习效果。
（五）总结归纳
5.学生的学习兴趣和动机各异，教师需关注学生的个体差异，采用多样化的教学手段，激发学生的学习兴趣，提高他们的学习积极性。
在此基础上，教师应结合学生的实际情况，调整教学策略，使本章节的教学更具有针对性和实效性。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的核心词汇和一般现在时的用法，以及如何运用一般现在时描述不同国家的特点、文化和风土人情。
4.教师组织学生进行课堂活动，如填空、排序、问答等，让学生在实际语境中运用所学知识。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个国家进行深入研究。
2.各小组通过查阅资料、讨论等方式，收集关于所选国家的信息，如地理、人口、文化、传统等。
3.教师设置讨论话题，如：“Please introduce the country you have chosen and share some interesting information about it.”（请介绍你们选择的国家，并分享一些有趣的信息。）
(完整版)人教版八年级英语下册第五单元教案
Unit 5 What were you doingwhen the rainstorm came?教材解读本单元的话题是难忘的事件，通过学习学生学会谈论过去发生的事情、学会讲故事。
能正确使用连词when和while，能恰当运用过去进行时结构进行提问和叙述。
如何使用过去进行时，使用when、while引导的时间状语从句和进一步熟悉一般过去时和过去进行时的搭配使用是本单元的重点内容。
本单元难点是体会while和when在引导时间状语从句时用法上的区别和用一般过去时和过去进行时描述事件。
单元目标一、知识与技能1．掌握重点词汇和短语：go off，pick up，fall asleep，die down，have a look，make on e’s way，in silence，take down，at first2. 掌握重点句型：What were you doing when it began to rain heavily? I was reading in the library. While Linda was sleeping，Jenny was helping Mary with her homework.3. 能正确使用一般过去时和过去进行时。
4. 能听懂有关过去发生事件，能简单描写过去发生的事件二、过程与方法本单元具体采用以教师为主导、以学生为主体的师生双边活动，采用角色扮演、情景交际和小组互助型学习法，并把竞争机制引入课堂。
三、情感态度与价值观通过本单元的学习，让学生知道在灾害面前要更团结，更友善，更懂得互相帮助。
教法导航采用直观教学法，遵循以学生为主体的原则。
学法导航采用独立思考与小组合作与交流相结合的方法，在老师的引领下相对独立地学习知识，培养能力。
课时支配第1课时：Section A1a-2d第2课时：Section A 3a-4c第3课时：Section B 1a-2e第4课时：Section B 3a-Self Check课时教案1第1课时Section A 1a-2d教学目标一、知识与技能1. 掌握重点词汇和句型：What were you / was he (she) doing when…? I / He / She was doing…when….2. 初步掌握使用过去进行时来询问或描述过去进行的事情，并学会用when描述某动作或某事件的发生。
人教版八年级英语下册Unit5课教学设计
4.培养学生面对困难时保持积极乐观的态度，勇于挑战自我，不断进步。
5.引导学生关注社会问题，培养他们的公民意识，使他们成为有爱心、有责任感的公民。
二、学情分析
针对八年级学生，他们在英语学习方面已具备一定的听说读写能力，但在实际运用中仍存在一些困难。在本章节的教学中，教师需关注以下学情：
人教版八年级英语下册Unit5课教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将掌握以下知识与技能：
1.掌握并运用本单元的生词和短语，如：volunteer, organize, charity, raise money, help out, make a difference等，并能运用这些词汇进行日常交流。
2.学生完成课后练习册中的相关练习，巩固词汇和语法知识。
3.学生以小组为单位，设计一份公益活动宣传海报，要求：运用所学词汇、语法和阅读策略，突出公益活动的重要性。
4.家长参与作业：请家长与孩子一起讨论身边的公益活动，鼓励孩子分享自己的观点和感受，并记录在作业本上。
5.预习下一节课的内容，提前了解与志愿者活动相关的词汇和语法，为课堂学习做好准备。
2.教师讲解一般现在时、现在进行时和一般将来时的用法，结合实际语境让学生感受不同时态的表达效果。
3.教师通过示例句、练习题等形式，让学生练习使用所学时态描述志愿者活动和公益事业。
4.教师引导学生学习课文，分析文章结构，理解作者观点，并讲解相关的阅读策略。
（三）学生小组讨论
1.教师将学生分成小组，让他们讨论以下问题：“What kind of charity activities do you think are important?”，鼓励学生发表自己的看法。
八年级英语下unit5教学设计人教版
新目标英语八年级下Unit 5 If you go to the party, you will have a great party!Section A 1a-2cWang Jinling一、学情分析：作为八年级的学生，首次接触if引导的条件状语从句，在接受上会有一些难度，这就要求教师在引入的时候要多从学生的角度思考。
根据“Talk about consequences”这一语言目标，鼓励学生展开想象，对某一条件下产生的结果进行大胆的判断。
二、单元分析：本单元通过“Talk about consequences”来学习if 引导的条件状语从句，掌握用be going to 来表示将来的时态，正确使用情态动词should。
从学生熟悉的party 出发到对于未来职业选择的探讨，鼓励学生做出自己的决定，并对这一决定所带来的结果进行讨论和评判。
该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。
其中，对于生活中重要内容的探讨和为慈善活动寻找金点子设计海报等不失为德育教育的好素材。
本单元的核心语言项目是“I’m going to dance with Ann. If you do, you'll have a great time. Are you going to the party? You should wear your cool pant s…”,主要话题是“Decision making”。
Section A 中用”If you do, you will… You should…”句型及对话来谈论学生熟悉的party，使学生在完成任务的同时学习语言，并培养学生树立正确的人生观。
三、教学目标1、语言技能目标（1）能用if 引导的条件状语从句来作出假设，用will 来谈论结果，如：If you do, you’ll be late.（2）能用“You should …”给出建议，如： You should wear cool pants.（3）能用“I think I’m going to…”来表达作出的决定，如：I think I’m going to the party with Karen and Ann.2、语言知识目标（1）正确运用if 引导的条件状语从句，如：If you do, you willhave a great time.（2）正确运用表示将来时态的句型，如:I’m going to wear my new jeans.Are you going to the party? Yes, I am.（3）运用what对if引导的句子所产生的结果进行提问，如：What will happen if they have a party tonight?（4）正确运用情态动词 should，如：You should wear your cool pants.3、情感态度目标（1）本单元 Section A 主要围绕“ party ”展开话题，贴近学生实际生活，可以提高他们的学习兴趣，用英语来表达自己的意愿；（2）参与“charity event”的金点子活动海报设计，培养学生的爱心；（3）参与对人生重大事件的讨论，帮助学生树立正确的人生观。
八下人教版英语unit 5 教学设计
Unit 5 What were you doing when the rainstorm cameSection A(1a-1c)教学设计一: Analysis of the teaching material(一) Status and functionThe main topic of this unit is . In this unit,the Ss will learn to speak the new words of family members and introduce the family members to others. This is a topic that is related to their daily life. So it can raise their learning interests and improve their spoken English.1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills”request of listening, speaking, reading and writing. To start listing “Word Bank”and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improvetheir spoken English.3.Moral objects(1) To enable the Ss to be polite and love life.(2) To enable the Ss to look after their things well.1.Key points:(1).To help the Ss to communicate with each other.(2).To enable the Ss to study in groups and co-operate skillfully.(3).To develop the Ss’interest in English.2.Difficult points:(1) How to make dialogues and act them out.(2) How to write the right whole sentences.How to develop the students to be autonomous and lifelong learners.Cultivate the interests in learning English.Establish both national spirit and an awareness of and respect for cultural differencesBroaden their horizons and enrich their life experienceHelping students gain a sense of achievement and self-confidenceDeveloping students’practical abilitiesFostering students’creativitydevelop students’comprehensive language competence.Encourage and motivate studentsHelp students become more autonomous learnersBenefit students’healthy personal developmentEncouraging students’active participation in learningImproving students’self-confidence(二) Teaching aims and demands1.Knowledge ObjectsIn new English Curriculum, teaching should be aimed at the all-round development of the studentsIn this lesson, Ss should master the new words “grandfather, grandmother, grandparent, father, mother, parent, brother, sister, friends…”etc. At the same time, they should know how to use these sentences “this/that is my mother/father/brother/sister/grandfather... These/those are my parents/grandparents/brothers/sisters/friends...”and know how to answer these questions.2.Abillity ObjectsIn this lesson, I’ll mainly train the Ss' abilities of listening and speaking and develop the Ss’abilities of communication by learning the useful vocabularis and structures.③．Encourage Ss to communicate with others by using whatthey have learned in this class.④．Cultivate Ss’abilities of listening.Speaking, reading, writing and their good sense of the English language.3.Moral ObjectsIn this lesson, the Ss should learn how to work with others and help each other, how to impress their own ideas during the communication.Learn to immigrate knowledge from “what’s your name”to “what’s his/her name?”13.Emotiond goals:1.Get the studemts realize the importamce of healthy diet2.Get the students to denelop the coopertive spirit.Teaching is a job at which are will never be perfect. I will try my best to be a good teacher.4.Teaching keys and difficultiesAccording to the teaching aims, I think the focus of this lesson are the new expressions of family members and help the Ss to communicate with each other. The difficulty is to distinguish the use of "this" and"that", "these/those"教学难点范列：How to identify the differences between present perfect Tense and Simple past Tense.(二)ANALYSIS OF THE STUDENTSThe Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.二、Teaching methods三、Part Two The Teaching Methods四、1. Communicative teaching method五、2. Audio-visual teaching method六、3. Task-based” teaching method七、7.Discussion purpose:Train their ability of analysis and comprehension, and cultivate their spirit of cooperation and benefit a lot in their spoken English.11.通用的Teaching keys and difficulties.1.The focus of this lesson is the new expressions and help the Ss to communicate with tach other.2.The difficulty is to help the Ss make conversavions freely using the target language.Train the Ss listerning and speaking abilities and develop the Ss abilities of communication by learning the useful structures.三、Guide of studying waysIn order to guide the Ss better, develop the Ss’abillities, in this lesson, the Ss will learn how to be a good language learner , andhow to communicate with others. It will be very helpful for their learning in the future. I think good studying ways can help the Ss to be good language learners.四、Teaching procedure1. Warm-upIn order to form a better English surrounding for Ss, attract the Ss’attention, I'll show them a book or a key or Sth in hand to help Ss to remember what they have learned last class. Then I'll show Ss a famous person's family photo to lead what we will learn today. The Ss may have more interesting to discuss the people. I think a good beginning is a half of success.2. PresentationLet the Ss look at the picture .Ask: Whose family photo is this?How many people in his family? Then help the Ss answer: This is Xia Xue's family photo. There are 5 people.Then write the key words on the Bb and use this picture to teach the new words: mother, father, brother, sister, cet. And lead the Ss to read after me one by one.Image I'm Xia Xue, and begin to introduce "my" family: This is my mother and that is my father. They are my parents. This is my sister. That is my brother. (But my grandfather and grandmother are nothere.)Then move to the 1a in this unit to practice more. This activity can not only help the Ss grasp the meaning of these new words, but also remember the words easily. I'll show more pictures to consolidate the vocabularies and let ss pay more attention to "this" and "that", "these" and "those". And let ss pay the role of Dave and Lin Hai in group and change the role. Then invite one group to show their dialogue. The Ss at this age enjoy showing themselves, so it can also improve their studying interests, I think it’s most important during studying, because interest is a best teacher.3. Listening practiceAsk the Ss finish 1b. I think it’s easier for them to do it right now. In order to deep improve their listening ability, I will ask them to read the dialogue , because listening is insparable from reading.This activity can not only help the Ss grasp the meaning of these new words, but also improve the Ss' listening skills.4.DiscussionTell the Ss: The transportation we choose mainly depends on how far the places are, different distances, we’ll choose different transportations. and different transportations ,It will take different time.Then let the Ss look at the list, ask them to discuss : “How do theyget to school?”Finally, ask the Ss to practice in pairs like this:A:How far is from Wang Min’s home to his school?B:It’s 500 metersA:How does he get to school?B:He gets to school on foot.A:How long does it take?B:It takes 5 minutes.This activity can help them learn to work together with others and can improve their speaking skills. The most important thing is that it can improve the Ss’ability of solving problems, it’s a kind of important ability for both their daily life and future life.5.Listening practiceIn Part Four, Ss have understood different ways of transportation takes different time. In this step, I’ll ask the Ss to name the five ways of transportation first. It can help them finish it more easily. Then play the tape, while the Ss listening , I’ll go around the classroom and help the Ss who have trouble in listening . It can not only help the Ss who have trouble in listening, but also help the teachers go closer to the Ss. I think the closer the teachers go to the Ss , the better the students will learn。
人教版英语八年级下Unit5SectionB(2a2e)教学设计
6.设计丰富的课堂活动，如角色扮演、情景剧等，让学生在轻松愉快的氛围中学习英语。这样既能提高学生的学习兴趣，又能巩固所学知识。
7.课后作业布置要有针对性，既要巩固课堂所学，又要拓展学生的知识面。可以布置一些实践性作业，如让学生采访家人、朋友，了解他们的喜好，并运用所学句型和时态进行描述。
1.积极参与课堂活动，敢于表达自己的观点，增强自信心；
2.尊重他人的观点和喜好，培养包容和友善的品质；
3.培养学生对英语学习的兴趣，树立学习英语的信心；
4.培养学生热爱生活，珍惜美好时光的情感。
在教学过程中，教师应关注学生的个体差异，鼓励每一个学生都能够在原有基础上取得进步，提高他们的英语综合运用能力。同时，注重培养学生的综合素质，使他们在学习英语的过程中，形成良好的道德品质和价值观。
4.阅读一篇关于游乐场的英语文章，尝试运用阅读策略（如：预读、寻读、精读）来提高阅读效果。阅读后，回答文章后的问题，锻炼自己的阅读理解能力。
5.观看一部与游乐场相关的英语视频，注意听力训练，提高自己的听力水平。观看过程中，可以记录下视频中出现的生词和短语，学习结束后查阅词典，了解其含义。
6.结合本节课所学内容，发挥想象力，编写一个关于游乐场的英语小故事。要求故事中包含一般现在时和一般过去时的运用，以及目标句型的使用。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握一般现在时和一般过去时的运用，以及能够运用目标句型进行交流。此外，提高学生的阅读理解能力，培养他们良好的阅读习惯也是教学的重点。
2.难点：对于学生而言，难点在于如何在实际语境中灵活运用所学时态和句型，以及如何运用阅读策略来提高阅读效果。
人教版八年级英语下册Unit5SectionA(GrammarFocus4c)教学设计
5.通过写作练习，如编写对话、短文等，培养学生的写作能力，巩固所学语法知识。
（三）情感态度与价值观
在本章节的学习过程中，学生将形成以下情感态度与价值观：
1.培养学生对英语学习的兴趣，激发学生的学习积极性，使其树立自信心。
2.培养学生合作、互助的品质，使其在团队中发挥个人优势，共同完成任务。
三、教学重难点和教学设想
（一）教学重难点
1.现在完成时态的构成和用法，特别是延续性动词和非延续性动词的运用。
2.现在完成时态与一般过去时态的区别，以及在具体语境中的正确使用。
3.运用现在完成时态进行对话交流，注意时态和语态的一致性。
4.结合本节课所学词汇和句型，进行阅读理解和写作练习。
（二）教学设想
3.能够运用本节课所学的词汇和句型，进行简单的对话交流，如：have been to, have gone to, for, since, just, ever, never等。
4.能够理解并运用一般过去时态，描述过去发生的事情。
5.能够在真实的语境中，运用所学语法知识进行正确的表达和交流。
（二）过程与方法
3.教师总结学生的回答，引出现在完成时态的概念，强调它用于描述过去发生的、对现在有影响的动作或状态。
（二）讲授新知
1.教师以简洁明了的语言讲解现在完成时态的构成，即“主语+ have/has +过去分词”，并举例说明。
2.讲解延续性动词和非延续性动词在现在完成时态中的运用区别，如：“He has lived in this city for three years.”（延续性动词）与“He has gone to Beijing.”（非延续性动词）
人教版八年级英语下册Unit5单元整体教学设计
5.培养学生的写作能力，能够撰写一篇关于自己或朋友日常活动和兴趣爱好的小短文。
（二）过程与方法
1.采用任务型教学法，引导学生通过观察、思考、讨论等方式，发现和归纳语言规律。
2.运用小组合作学习，让学生在互动交流中练习和巩固目标语言，提高口语表达能力。
-鼓励学生积极参与课堂活动，给予充分的肯定和鼓励，帮助他们克服口语表达的恐惧心理。
3.针对阅读教学，采用以下策略：
-设计不同类型的阅读练习，如略读、寻读、精读等，培养学生的阅读技巧。
-引导学生关注文章细节，学会从文中提取关键信息，提高阅读理解能力。
-组织课堂讨论，让学生分享阅读心得，培养他们的思维能力和语言表达能力。
2.小组成员互相交流，分享自己的描述，讨论如何改进表达，提高口语水平。
3.教师巡回指导，给予建议和鼓励，关注学生在讨论中的语言运用情况。
（四）课堂练习
1.教师设计不同类型的练习，如填空、选择、改错等，让学生巩固一般现在时的用法。
2.学生进行角色扮演，模拟真实场景，运用所学语言进行对话。
3.教师提供一篇关于人物描述的短文，要求学生阅读并完成相关的阅读练习，提高阅读理解能力。
-作业量适度，避免给学生造成过重的负担，确保他们有足够的时间休息和参加课外活动。
-鼓励学生自主完成作业，培养他们的自主学习能力和责任感。
5.在下次课堂上，教师将检查学生的作业完成情况，给予评价和反馈，鼓励学生持续进步。同时，针对作业中的共性问题，进行集中讲解，确保学生掌握所学知识。
2.利用多媒体展示不同人物的图片，让学生观察并描述人物的外貌、性格和爱好，如：“He is tall and outgoing. He likes playing basketball.”通过这种方式，复习和巩固描述人物的形容词和动词短语。
人教版八年级英语下册Unit5SectionA(2a2d)教学设计
（四）课堂练习（500字）
1.教师设计不同类型的练习题，如填空、选择、匹配等，巩固学生对词汇、语法和句型的掌握。
2.学生进行听力训练，完成与课文相关的听力练习，提高听力理解能力。
3.学生运用阅读策略，完成阅读理解题，锻炼阅读技巧，提高阅读效率。
情感态度方面，学生正处于青春期，个性鲜明，对新鲜事物充满好奇。因此，本章节的情感态度与价值观教育尤为重要，教师应关注学生的心理发展，引导他们树立正确的价值观，培养积极向上的人生态度。
1.激发学生的学习兴趣，注重情境教学，提高学生的实践能力。
2.关注学生的语言表达需求，加强听说训练，提高学生的口语表达能力。
3.培养学生的自主学习能力和合作意识，引导学生运用学习策略。
4.注重情感态度与价值观教育，帮助学生形成健康的人格和价值观。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对一般现在时态的运用，以及词汇和短语的理解与运用，如：amusement park, roller coaster, frightening, exciting, boring, worth doing等。
3.听力作业：学生完成课后听力练习，选取与游乐园相关的听力材料，提高听力理解能力。同时，鼓励学生关注听力材料中的语音、语调变化，提高英语语感。
4.阅读作业：学生阅读一篇关于游乐园的文章，运用所学阅读策略，如略读和寻读，快速获取文章大意和细节信息。要求学生完成相关阅读理解题，提高阅读效率。
5.拓展作业：鼓励学生利用网络、书籍等资源，了解国内外不同游乐园的特色项目，拓宽知识面。学生可以整理相关资料，在下一节课与同学们分享。
人教版八年级下册英语Unit5SectionB(2a2e)教学设计
（1）选择一个感兴趣的国家，通过网络、书籍等途径收集相关资料，深入了解该国家的历史、文化、风景名胜等，为下节课的小组讨论做好准备。
（2）与同学组成小组，共同研究一个话题，如：“How has the population changed in our country over the past few decades?”，并准备进行课堂展示。
2.学生在阅读理解方面，已经具备了一定的阅读技巧，但面对长篇阅读材料时，仍存在一定的困难，需要教师在教学中进行适当的引导和训练。
3.学生在听说能力方面，部分学生存在发音不准确、听力理解能力较弱等问题，这需要在课堂教学中加强听说训练，提高学生的听说水平。
4.学生在情感态度方面，对英语学习兴趣浓厚，但部分学生缺乏自信，担心犯错，导致课堂参与度不高。因此，教师需要关注学生的情感需求，营造轻松、愉快的课堂氛围。
3.教学目的：培养学生的小组合作能力，提高学生的听说能力和语言表达能力。
4.教学实施：教师巡回指导，关注每个小组的讨论情况，引导学生用英语进行交流，对学生的表现给予鼓励和反馈。
（四）课堂练习
1.教学内容：设计针对性的练习题，包括语法填空、阅读理解、听力练习等，巩固本节课所学知识。
2.教学活动设计：教师发放练习题，学生独立完成。完成后，教师挑选部分学生进行答案分享，并对共性问题进行讲解。
3.教学目的：加深学生对课堂知识的理解，提高学生的英语综合运用能力。
4.教学实施：教师以轻松愉快的氛围，引导学生总结归纳，布置课后作业，并对学生的课堂表现给予肯定和鼓励。
五、作业布置
为了巩固本节课的学习内容，提高学生的英语综合运用能力，特布置以下作业：
1.书面作业：
（1）完成课后练习册中与本节课相关的语法和词汇练习。
人教版八年级英语下册Unit5SectionA1a2d教学设计
（二）讲授新知
1.教师呈现本节课的核心词汇和短语，如：topic, writer, novel, science fiction, detective等，通过例句、图片等形式讲解词汇含义，帮助学生理解和记忆。
难点：运用阅读策略，提高阅读理解能力，尤其对文章深层含义的把握。
（二）教学设想
1.针对词汇和语法教学：
（1）采用图片、实物等直观教具，帮助学生形象地记忆词汇。
（2）设计丰富的课堂活动，如单词接龙、小组竞赛等，激发学生学习词汇的兴趣。
（3）通过情景对话、角色扮演等形式，让学生在实际语境中运用一般现在时态。
人教版八年级英语下册Unit5SectionA1a2d教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习人教版八年级英语下册Unit5 Section A 1a-2d的内容，掌握以下知识与技能：
1.掌握本节课的核心词汇：topic, writer, novel, science fiction, detective, story, mystery, frightening, exciting, information等，并能在实际语境中正确运用。
4.布置课后作业，让学生结合所学内容，进行写作练习，巩固课堂所学知识。
五、作业布置
为了巩固本节课的学习内容，确保学生对知识点的掌握，特布置以下作业：
1.写作作业：
学生需结合本节课所学的词汇和语法，写一篇关于自己最喜欢的一本小说的短文。要求如下：
人教版英语八年级下册Unit5SectionA(GrammarFocus4c)语法课教学设计
2.分步骤教学，逐步突破：
-先引导学生观察、总结一般过去时态的结构特点，再进行句型练习。
-通过大量的句型练习，帮助学生熟练掌握动词过去式变化，巩固语法知识。
3.任务型教学，提高实践能力：
-设计小组活动，让学生相互采访，询问对方过去的周末活动，运用一般过去时态进行描述。
3.教师组织学生进行角色扮演活动，让学生在实际语境中运用一般过去时态进行交流。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般过去时态的结构特点、动词过去式的变化规则等。
2.学生分享自己在课堂学习中的收获和感悟，教师给予鼓励和表扬。
3.教师布置课后作业，要求学生运用一般过去时态编写一段关于过去活动的短文，巩固所学知识。
三、教学重难点和教学设想
（一）教学重难点
1.重点：掌握一般过去时态的肯定句、否定句和疑问句结构，并能运用所学的动词短语进行句子构建。
2.难点：正确运用一般过去时态描述过去发生的事情，熟练运用动词的过去式形式。
（二）教学设想
针对本章节的教学重难点，我设想以下教学策略：
1.创设情境，感知语法：
-利用图片、视频等教学资源，呈现与过去活动相关的场景，引导学生观察、感知并尝试用英语描述。
3.能够理解并运用4c部分所给的动词短语，如：go to the cinema, visit relatives, play computer games等。
4.提高英语听力水平，能够听懂并理解关于过去活动的对话或独白。
5.提高英语口语表达能力，能够在实际情景中运用一般过去时态进行简单交流。
（二）过程与方法
2.教师提问：“Can you guess what I did last weekend?”引发学生对过去活动的思考，进而引出本节课的主题——一般过去时态。
人教版八年级英语下册Unit5教案
人教版八年级英语下册Unit5教案Unit 5 What were you doing when the rainstorm came。
第1课时 n A 1a-2d教学目标：一、知识与技能1.掌握重点词汇和句型：What were you/was he/she doing when…。
I/He/She was doing…when…。
2.初步掌握使用过去进行时来询问或描述过去进行的事情、动作或某事件的发生。
3.能在交际过程中较流利地运用所学结构和句型。
4.提高抓取和记录关键信息的听力技能。
二、过程与方法采用任务型教学法、情景教学法、交际教学法。
教学重点：掌握过去进行时态：“was/were + doing”结构，掌握when引导的时间状语从句。
教学难点：掌握由when引导的时间状语从句以及如何使用过去进行时。
教学准备：图片、多媒体。
教学过程：Step 1 GreetingsXXX.Step 2 Warming upSay: "Yesterday。
there was a rainstorm。
I was watching TV when the rainstorm came。
Where were you when the rainstorm came。
And what were you doing when the rainstorm came?" Help the students to answer: "I was XXX…"Step 3 XXXShow pictures of people doing different activities and ask the students to guess what they were doing when something happened (e.g。
when the phone rang。
when the doorbell rang。
人教版八年级英语下册Unit5单元教案
八年级英语下册Unit5单元教案Unit 5What were you doing when the rainstorm came?方法Communicative approach.教学过程教学环节教师活动学生活动备课札记Step 1 Warm up and work on 1a 1. Show the picture of therainstorm.2. Guess what the man wasdoing.3. Work on 1a.1. Ss look at thepicture.2. Review words:walk, rain, kitchen,umbrella, wait for,take a shower etc.3. Ss talk about whatthe people weredoing in 1a.4. Work on 1a.利用学生熟知的暴风雨图片, 复习学过的描述雨中人物行为的的词汇, 为谈论人们过去正在做什么作铺垫; 并通过图片和问题激发学生的学习兴趣。
Step 2 Listening (1b) 1. Let Ss read the statementsin 1b (a—d)2. Then play the tape of 1b.Ss listen to the TVreportin 1b and circle thecorrect responses.在语境中呈现和导入目标语言。
Step 3 Practice (1c) Ask Ss to talk about what thepeople in 1a were doing at thetime of rainstorm.Ss talk about whatthe people in 1awere doing at thetime of rainstorm.通过两人小组对话, 谈论过去某个时刻人们正在做什么, 练习过去进续表教师课堂教学活动设计Unit 5 Reading (Section A 3a-3c)STEP 1. Lead-in/Before readingWatch a video about a rainstorm happened in Alabama教学策略：通过观看发生在Alabama的暴风雨，引导学生想象如果自己在当场会有什么感觉？然后引入本篇文章中Ben就是在当时的一员，一起来看看Ben遇到了什么。
人教版英语八年级下册Unit5SectionB2a2e教学设计
2.结合课堂所学，以“An Exciting Trip to the Amusement Park”为主题，写一篇短文。要求使用本节课的核心词汇和句型，描述你和你的朋友在游乐场的一天，以及你们最喜欢的游乐设施。
3.家庭作业：与家人进行一次关于游乐场的英文对话，记录下来，并在下节课分享。要求对话中运用所学词汇和句型，展示自己的口语表达能力。
4.拓展作业：上网查找有关世界著名游乐场的资料，了解其中的一个游乐设施，并准备一份简短的英文介绍。下节课与同学们分享，提高自己的跨文化交际能力。
5.复习作业：复习本节课所学的词汇和句型，做好课后巩固。
作业布置原则：
1.针对性：作业内容紧密结合本节课的教学目标，有针对性地巩固和拓展所学知识。
2.层次性：作业难度分为基础、提高和拓展三个层次，满足不同学生的学习需求。
2.教师接着问：“If you go to an amusement park, what rides do you like to try? Why?”让学生运用已学的词汇和句型，如“I like...because it's...”进行回答，为新课的学习做好铺垫。
3.教师播放2a部分的对话录音，让学生听并回答问题：“What are the two speakers mainly talking about? What are their attitudes towards different rides?”通过听力和回答问题，激发学生对新课的兴趣。
（二）讲授新知
1.教师引导学生学习2a部分的对话，解释并板书重点词汇和句型，如amusement park，carousel，roller coaster等，以及形容词比较级和最高级的用法。
人教版八年级下册英语Unit5（第五单元）优秀教案
人教版八年级下册英语Unit5（第五单元）优秀教案Unit 5 What were you doing when the rainstormcame?第一课时Section A (1a-2d)【学习目标】1.重点单词：rainstorm，suddenly，alarm，strange2．重点短语：on the street，at the bus stop，go off，take a hot shower，miss the bus，pick up，so many times3．重点句式：What were you doing when the rainstorm came?What was the girl doing at the time of the rainstorm?I called at seven and you didn't pick up.I was in the kitchen helping my mother.I was sleeping at that time.While you were sleeping，I called Jenny and she helped me.【学习重点】1．重点短语和句型2．过去进行时态的用法3．when和while的用法【学习难点】1.过去进行时态的用法2．when和while的用法【自主学习】一、预习课本P33-34新单词并背诵，完成下面的汉译英。
1．暴风雨__________ 2.突然__________3．闹钟__________ 4.奇特的__________二、认真预习1a-2d找出下列短语和句型。
1．在街上2．在公共汽车站3．洗热水澡4．错过汽车5．接电话6．这么多次7．暴风雨来临的时候你正在做什么？8．我七点打了电话，但是你没有接。
9．我在厨房给我妈妈帮忙。
10．我那时在睡觉。
11．当你睡觉的时候，我给Jenny打了电话，她帮助了我。
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Unit 5 What were you doingwhen the rainstorm came?教材解读本单元的话题是难忘的事件，通过学习学生学会谈论过去发生的事情、学会讲故事。
能正确使用连词when和while，能恰当运用过去进行时结构进行提问和叙述。
如何使用过去进行时，使用when、while引导的时间状语从句和进一步熟悉一般过去时和过去进行时的搭配使用是本单元的重点内容。
本单元难点是体会while和when在引导时间状语从句时用法上的区别和用一般过去时和过去进行时描述事件。
单元目标一、知识与技能1．掌握重点词汇和短语：go off，pick up，fall asleep，die down，have a look，make on e’s way，in silence，take down，at first2. 掌握重点句型：What were you doing when it began to rain heavily? I was reading in the library. While Linda was sleeping，Jenny was helping Mary with her homework.3. 能正确使用一般过去时和过去进行时。
4. 能听懂有关过去发生事件，能简单描写过去发生的事件二、过程与方法本单元具体采用以教师为主导、以学生为主体的师生双边活动，采用角色扮演、情景交际和小组互助型学习法，并把竞争机制引入课堂。
三、情感态度与价值观通过本单元的学习，让学生知道在灾害面前要更团结，更友善，更懂得互相帮助。
教法导航采用直观教学法，遵循以学生为主体的原则。
学法导航采用独立思考与小组合作与交流相结合的方法，在老师的引领下相对独立地学习知识，培养能力。
课时支配第1课时：Section A1a-2d第2课时：Section A 3a-4c第3课时：Section B 1a-2e第4课时：Section B 3a-Self Check课时教案1第1课时Section A 1a-2d教学目标一、知识与技能1. 掌握重点词汇和句型：What were you / was he (she) doing when…? I / He / She was doing…when….2. 初步掌握使用过去进行时来询问或描述过去进行的事情，并学会用when描述某动作或某事件的发生。
3. 能在交际过程中较流利地运用所学结构和句型。
4. 提高抓取和记录关键信息的听力技能。
二、过程与方法采用目标和直观教学法，调动学生的积极性，引导他们积极参与课堂。
三、情感态度与价值观让学生爱上英语课堂活动，鼓励他们在课堂上进行合作交流。
教学重点1. 掌握过去进行时态：“was / were + doing”结构。
2. 掌握when 引导的时间状语从句。
教学难点掌握由when引导的时间状语从句以及如何使用过去进行时。
教法导航任务型教学法，情景教学法，交际教学法。
学法导航模仿，讨论与交流。
教学准备图片，多媒体。
教学过程Step 1 GreetingsGreet the students as usual.Step 2 Warming upSay：Yesterday，there was a rainstorm. I was watching TV when the rainstorm came. Where were you when the rainstorm came? And What were you doing when the rainstorm came? Help the students to answer：I was sleeping when the rainstorm came. I was doing my2homework when the rainstorm came….Then show some pictures and ask the students：Where were they and what were they doing when the rainstorm came? Work in pairs and ask and answer like this：A：Where were you when the rainstorm came?B：I was in the library.A：What were you doing when the rainstorm came?B：I was reading a book.Step 3 Practice1a, Where were the people at the time of the rainstorm? Match the statements with the people in the picture.1. _____ I was in the library.2. _____ I was in my house.3._____ I was on the street.4._____ I was at the bus stop.Check the answers together.Step 4 Listening1b, What were they doing when the rainstorm ca me? Let’s listen. R emind the students to pay attention to “was/were +doing”Listen to the TV report and circle the correct responses.a. doing my homework / studyingb. playing basketball / readingc. going to work / waiting for the busd. walking home / shoppingAfter listening，ask some students to report their answers.Step 5 Speaking1c, Look at the pictures and talk about what the people in 1a were doing at the time of the rainstorm using “was/were + doing”.For example：A：What was the boy doing at the time of the rainstorm?B：He was_____________________.Ask some pairs to act out their dialogue.Step 6 Listening2a, First ask the students to look at the pictures and go through the sentences. Then listen and number the pictures 1-5. Play the recording twice if necessary. Then ask some students to report their answers.2b, Listen again. Fill in the blanks in the sentences in 2a. Then ask some students to report their answers.Step 7 Pair work2c, Use the information in 2a to retell the story in a conversation between the boy and a3TV reporter. Then ask some pairs to act out their dialogue. Before they acting，give the “reporter” a “microphone”.2d, Role play the conversation.Step 8 GameAsk the students to practice in groups. One imitates an action and the other two guess by using the dialogue：A：What was he doing when the rainstorm came? B：He was sleeping.Step 9 Summary1. 在图书馆in the library2. 在…的时候at the time of3. 去上班go to work4. 等公共汽车wait for the bus5. 走路回家walk home6. 在街上on the street7. 拾起，接电话pick up 8.（过去）正在做…was / were doingStep 10 Homework1. Remember the words and phrases in this lesson.2. Finish the exercises in the workbook.课堂作业Fill in the blanks according to the conversation in 2d.Mary：What ______ you doing last night，Linda? I called at seven and you didn’t pick ____.Linda：Oh，I was in the kitchen helping my mom.Mary：I see. I called again at 8 and you didn’t _______ then either.Linda：What was I doing at 8? Oh，I know. When you called，I _____ ______ a shower.Mary：But then I called again at 9.Linda：Oh，I _____ ________ (sleep) at that time.Mary：So early? That’s strange.Linda：Yeah，I was tired. Why _____ you call so many times?Mary：I needed help with my homework. So while you were ________，I called Jenny and she helped me.教学反思教学中，我们可以采用多种手段帮助学生多记单词，多学习语言规则，并尽可能多创造模仿的机会，提高学生的语音和语调。