人教版八年级下册第五单元英语Unit5第五课时教学设计.docx

八年级下册英语教案授课时间： 年 月 日课题Unit 5 What were you doing when the rainstorm came? Section B (2a-2e)班级备课教师课型阅读课课时5核心素养与思政渗透本课主要阅读有关回忆美国历史上两大突发事件发生时人们的反应的文章，学习使用过去进行时态讲述过去发生的事情新的时态和语言知识的呈现和学习都用从语言使用的角度出发，通过创设具体语境并采用循序渐进的语言实践活动，为学生提升“用英语做事情”的能力服务这对学生素养的形成会起到积极的促进作用在本课中，通过回顾重大事件来复习过去进行时在实际语境中的使用，并培养学生正确的人生态度和爱国主义情怀课标分析 新课标要求八年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。

教学目标语言能力能够在回忆重大事件的情境中，正确理解和掌握课文中的新词汇，增加词汇量；正确使用过去进行时结构讲述过去发生的难忘经历；恰当运用略读的阅读策略，根据标题和段落首尾句获取主旨大意；文化意识能够了解美国民权运动领袖马丁路德金；了解震惊世界的9 ▪11恐怖袭击事件；能够铭记历史重要事件，并形成正确的人生态度；思维品质能够在老师的帮助下，通过思维导图、小组讨论等活动，增进对语篇的理解和分析能力，提高思维的逻辑性、批判性和创新性；学习能力能够通过阅读有关重大突发事件的文章，保持英语学习兴趣；通过略读、寻读等阅读策略的感悟、体验和学习，增强阅读理解能力教材内容分析本课是阅读部分阅读文章以重大的突发事件为背景，通过人们的回忆讲述过去正在发生的事2a让学生通过看插图和标题预测文章的内容，这既是一个阅读前的预热活动，也同2b的阅读任务相联系，同时也是本单元阅读策略的一项重要内容2c要求学生对文章的具体信息进行判断2d是较为深入的阅读理解，涉及到句子形式的变化与语义关系的对应2e是就文章细节的互相提问与检测重点进一步熟悉一般过去时和过去进行时的搭配使用；难点运用两种重要的时态描述事件学情分析在前几课时的基础上，学生对过去进行时的用法有了一定的掌握，这篇文章对大部分学生来说没有理解方面的障碍，但在实际语境中分析和运用过去进行时仍存在一定的问题。

设 计 教 学 过 程设 计 意 图学 生 活 动教 师 导 学Step 1. Lead-in.Look at some pictures about important events and try to talk about the pictures with T.Ss: Kobe Bryant.Step 2. Pre-reading. Look at a picture of Martin Luther King Jr. and watch a video to introduce him.Guess the places according to the pictures and predict what happened.Step 3. While-reading. 1. Reading for the main idea.Skim the passage and look at the pictures and title in the passage. Talk about the main idea of the passage. Try to sum up the reading skill with the help of T.2. Reading for the structure. Talk about their ideas under the T’s guide. And make sure they can understand the phrases the T’s help.3. Reading for more details.Read the first and second paragraph, complete the form. Try to sum up the writing skill.Then read Para 3& 4 and design their own form like the form before.3 minutes later, one Ss talks about his or her form. 4.Activity 2c.Read the passage again and judge the statements.5. Activity 2dUnderline sentences from the passage with similar meanings to the ones in 2d.6. Finishing the mind-map. Try to finish the mind-map and retell the passage. Then fill in the blanks to retell the passage again.Step 4. Post-reading.1. Critical thinking.Q1. What did big events bring us as common people?Q2. Facing the big events, how should we do with them like the coronavirus now?Q3. Life and happiness are precious. How should we make them more meaningful?Step 5. Conclusion.T: We never know which one comes first, tomorrow or an accident? Let’s look back!What accidents happened in history and what were you doing? I still remember what I was doing.T: Yang Liwei flew around the Earth on October 15, 2003. The Olympic Games was host in China for the first time. Chinese people will never forget them.T: Wait, you weren't born at that time. How about this one? On January 20, 2020, while we were sleeping, an important man left us. Who’s the man?Present some background information about 911 event.T: Do you know the building? and what is the name? (The World Trade Center.)T: Look at the pictures and title in the passage. What do you think the passage is about? T: If you were the writer, according to the title and the first sentence, what will you write?T: How many parts can be divided into?Tips for writing: the basic information to introduce an important event Guide Ss to sun up how to express importance and feelings. Ask some Ss to check answers and talk about reasons. Call some Ss to read the sentences they find out and do some explanations.T: Whenever you were born, wherever you were, whatever you were doing, please remember every important event in our history. Let Ss to read the poem together. 通过一系列重大历史事件的图片回顾导入本课话题，引起学生的学习兴趣，并自然对接本课的情感目标。

通过图片呈现和视频观看，帮助学生预热本篇课文的目标语言，增进对马丁路德金和911事件的了解，有效地激活和增加学生与此话题相关的背景知识培养学生根据题目和图片预测阅读语篇主旨大意的能力，为细读文章做准备利用略读策略，引导学生关注每段首句，找出文章段落大意，形成文章结构，帮助学生整体把握文章，并引出对细节阅读的期待通过寻读策略的学习与实践，培养学生快速移动眼睛，有目的地找寻信息关键点的能力引导学生细读每一段的内容，设计出不同类型的题目来帮助学生进一步理解课文，实施有效的分段阅读和阅读技巧、写作技能的指导，同时进行语言知识点的及时讲解，将词汇教学放于语境之中，帮助学生加深理解通过思维导图和缩写文章的完成和利用，提升思维的逻辑性，再次引领学生关注语境中的语言点；复述机会的创设，培养了学生从简单的单词输出过渡到语篇输出的能力进行情感渗透，教育学生要铭记历史、珍惜现在板 书 设 计Unit 5 What were you doing when the rainstorm came? (Section B 2a-2e)作 业 设 计Level AInterview one of the people around you about “Do you remember what were you doing。