課時(shí)教學(xué)設(shè)計(jì)首頁(yè)授課時(shí)間：2022年月日課題Unit5Whatwereyoudoingwhentherainstormcame?SectionB(1a1d)班級(jí)備課教師課型聽(tīng)說(shuō)課課時(shí)4核心素養(yǎng)與思政滲透本課主要在介紹一次令自己難忘的“遲到”經(jīng)歷中學(xué)習(xí)使用過(guò)去進(jìn)行時(shí)態(tài)講述過(guò)去發(fā)生的事情。新的時(shí)態(tài)和語(yǔ)言知識(shí)的呈現(xiàn)和學(xué)習(xí)都用從語(yǔ)言使用的角度出發(fā)，通過(guò)創(chuàng)設(shè)具體語(yǔ)境并采用循序漸進(jìn)的語(yǔ)言實(shí)踐活動(dòng)，為學(xué)生提升“用英語(yǔ)做事情”的能力服務(wù)。這對(duì)學(xué)生素養(yǎng)的形成會(huì)起到積極的促進(jìn)作用。通過(guò)本課學(xué)習(xí)，可以使學(xué)生懂得，做一個(gè)準(zhǔn)時(shí)守約的人，但遇到問(wèn)題就欣然接受并積極解決，同時(shí)要熱愛(ài)并保護(hù)動(dòng)物等道理。課標(biāo)分析課標(biāo)要求八年級(jí)學(xué)生能聽(tīng)懂接近自然語(yǔ)速、熟悉話題的簡(jiǎn)單語(yǔ)段，獲取主要信息，能引出話題并進(jìn)行幾個(gè)話論的交談，并能在教師的幫助下或根據(jù)圖片用簡(jiǎn)單的語(yǔ)言描述自己或他人的經(jīng)歷，能參與角色表演等活動(dòng)，使用正確的語(yǔ)音、語(yǔ)調(diào)。教學(xué)目標(biāo)語(yǔ)言能力能夠故事分享會(huì)的情境中正確使用新詞匯和過(guò)去進(jìn)行時(shí)詢問(wèn)和介紹一次令自己難忘的“遲到”經(jīng)歷，以聽(tīng)說(shuō)等方式理解和談?wù)撨^(guò)去某個(gè)時(shí)刻或某段時(shí)間內(nèi)正在發(fā)生的事情；文化品格能夠懂得生活中常會(huì)發(fā)生各種小意外，遇到問(wèn)題就欣然接受并積極解決，同時(shí)養(yǎng)成良好的守時(shí)習(xí)慣，預(yù)留充足的時(shí)間，做一個(gè)準(zhǔn)時(shí)守約的人；能夠明白動(dòng)物是人類(lèi)的朋友，要熱愛(ài)并保護(hù)動(dòng)物；思維品質(zhì)能夠在聽(tīng)說(shuō)活動(dòng)中準(zhǔn)確獲取并清晰表達(dá)有關(guān)經(jīng)歷中的時(shí)間、地點(diǎn)、原因、結(jié)果等信息，提高思維的邏輯性、深刻性和批判性；學(xué)習(xí)能力能夠通過(guò)談?wù)摵徒榻B令人難忘的“遲到”經(jīng)歷，保持英語(yǔ)學(xué)習(xí)興趣；通過(guò)聽(tīng)力及口語(yǔ)策略的感悟、體驗(yàn)和學(xué)習(xí)，形成良好的學(xué)習(xí)習(xí)慣，提高學(xué)習(xí)效率；通過(guò)小組合作、創(chuàng)作演繹，提升協(xié)作能力。教材內(nèi)容分析本課是一節(jié)聽(tīng)說(shuō)課，1a對(duì)單元話題進(jìn)一步拓展，為學(xué)生提供了更豐富的表達(dá)空間，讓他們有很多話題可談。1b1c的聽(tīng)力對(duì)話講述了Kate在路上發(fā)生的故事，主要訓(xùn)練學(xué)生對(duì)故事中時(shí)間、地點(diǎn)、原因、結(jié)果等主要信息的提取能力以及事件發(fā)生先后順序的把握，進(jìn)一步學(xué)習(xí)一般過(guò)去時(shí)和過(guò)去進(jìn)行時(shí)的搭配使用。1d要求學(xué)生用自己的話以句子接龍的方式復(fù)述聽(tīng)力故事中的關(guān)鍵信息。重點(diǎn)能進(jìn)一步熟悉一般過(guò)去時(shí)和過(guò)去進(jìn)行時(shí)的搭配使用，談?wù)撨^(guò)去某個(gè)時(shí)刻或某段時(shí)間內(nèi)正在發(fā)生的事情；難點(diǎn)運(yùn)用一般過(guò)去時(shí)和過(guò)去進(jìn)行時(shí)描述事件。學(xué)情分析在前三課時(shí)的基礎(chǔ)上，學(xué)生對(duì)過(guò)去進(jìn)行時(shí)的用法已經(jīng)有了一定的理解，本課時(shí)通過(guò)聽(tīng)說(shuō)的方式給出具體事件，加強(qiáng)鞏固過(guò)去進(jìn)行時(shí)。話題方面進(jìn)一步拓展，非常貼近學(xué)生生活，讓其有更豐富的表達(dá)空間，愿意談?wù)摬⒂性捒烧f(shuō)。教學(xué)流程設(shè)計(jì)教學(xué)過(guò)程設(shè)計(jì)意圖學(xué)生活動(dòng)教師導(dǎo)學(xué)Step1.Leadin.ThinkofthequestionsTasks.ThenlistentotheT’sstoryandlearnsomewords,liketeachingpetition,rainingheavily,toomanycars,mobilephonewasbroken,etc.Step2.Prelistening.Observethepictureandreadthequestionsin1btomakesomepredictions.Ss:Shelooksworried.Ss:Shemissedanevent.Step3.Whilelistening.Workon1b.Listenandwriteshortanswerstothequestions.SomeSsreporttheiranswersthen.Workon1c.Readthesentencesfirstandunderlinesomekeywords.Listenagain.Numbertheevents16intheordertheyhappened.Step4.Postlistening.Retelling.TalkaboutwhyKatemissedtheschoolbasketballpetition.Sa:Whenshegottothebusstop,Kate…Sb:Whenshegottothebusstop,Katerealizedthatherbagwasstillathome.Sa:Whileshewasrunningbackhome,…Sb:Whileshewasrunningbackhome,shesawadogbythesideoftheroad.Telling.Workwiththeirpartnersandtellstorieseachother.Sa:Whatunusualthingshappened?Sb:Imissedaschoolbasketballpetition.Step5.Conclusion.ListentoLucy’sstoryandgettoknowGoodorbad,usualorunusual,acceptit,faceitandsolveit.

HaveasummaryofwhatwehavelearnedwiththehelpofT.T:Wereyoulateforanimportantactivityoranevent？T:Whatwastheevent?Whywereyoulateorabsent?AskquestionstoguideSstopayattentiontothepictureandinstructionsbeforelistening.T:Howdoesshefeel？T:Whathappened？Tip1:Beforelistening,youcanguessthemainideafrompicturesandquestions.1)Whateventhappenedattheschoolyesterday?2)Whomissedtheevent?3)Whichteamwonattheevent?Aftercheckingtheanswers,guideSstosumupthelisteningskill.Tip2:Whilelistening,youcanunderlinethekeywordstogettheanswers.T:CanyourememberwhyKatemissedtheschoolbasketballpetition？T:Youcanbeginasentencewithwhileorwhentopletethestory.ProvidesomesentencestructurestoletSsplete.AskSatobeginasentencewithwhileorwhenandSbtopletethesentence.T:Whataboutyou?Canyoutelloneofyourstoriestous?T:Whenyougotoanevent,youshouldbeontime.Beingontimeisagoodquality.IntroduceLucy’sstory.T:January23rdisanusualdayonanunusualwintervacation.T:WhatwereyoudoingwhenyouheardthenewsofthelockdownofWuhan?結(jié)合教師個(gè)人生活經(jīng)歷作為課堂開(kāi)頭，拉近與學(xué)生距離，使學(xué)生對(duì)本課產(chǎn)生學(xué)習(xí)興趣，同時(shí)，將部分生詞放在聽(tīng)前處理，降低聽(tīng)力難度。在聽(tīng)力之前，引導(dǎo)學(xué)生瀏覽活動(dòng)要求和圖片，明確任務(wù)。通過(guò)提問(wèn)啟發(fā)學(xué)生根據(jù)現(xiàn)有提示猜測(cè)思考，產(chǎn)生聽(tīng)力期待，加強(qiáng)目的性，降低聽(tīng)力難度。讓學(xué)生在聽(tīng)之前先讀句子并通過(guò)自己的推理排序，這樣有利于啟發(fā)學(xué)生思考。通過(guò)聽(tīng)力策略的及時(shí)滲透、引導(dǎo)小結(jié)，幫助學(xué)生提高英語(yǔ)學(xué)習(xí)能力。采用句子接龍的形式，進(jìn)一步鞏固when和while的用法與區(qū)別。對(duì)于水平較好的學(xué)生，也可設(shè)計(jì)劇本創(chuàng)編和情景再現(xiàn)的活動(dòng)形式，鼓勵(lì)學(xué)生發(fā)散思維，豐富劇本和人物，將Kate的故事現(xiàn)場(chǎng)演繹出來(lái)，通過(guò)小組合作完成任務(wù)，培養(yǎng)學(xué)生的合作意識(shí)。引導(dǎo)學(xué)生利用所學(xué)知識(shí)，在真實(shí)情境下靈活運(yùn)用所學(xué)語(yǔ)言講述自己的經(jīng)歷。總結(jié)升華，引導(dǎo)學(xué)生能夠懂得生活中常會(huì)發(fā)生各種小意外，遇到問(wèn)題就欣然接受并積極解決，同時(shí)養(yǎng)成良好的收視習(xí)慣，預(yù)留充足的時(shí)間，做一個(gè)準(zhǔn)時(shí)守約的人。第頁(yè)課時(shí)達(dá)標(biāo)檢測(cè)Ⅰ.用括號(hào)內(nèi)所給單詞的適當(dāng)形式填空。1.Whichclass(win)thefirstprizeinyourschoolsingingpetition?2.Tom(leave)thehousewithoutsayingawordyesterday.

3.WhenIwokeupthismorning,I(realize)Iwaslateforschool.

4.Whatareyoudoing?I’mherewaitingformysister(get)herbag.

What(happen)toyourbrother?Hefelloffhisbikeandhurthisarms.Ⅱ.閱讀理解。Itwasabeautifuldaywithaclear,blueskyandthecoolwindchilled(使冷卻)mymorningtea.EverythingwasquietandthebookinmyhandswaslovelyuntilIfeltmychairshaking.Inoticedtheteaandmylittleroundtablemoving.Atthatmoment,Ithoughttomyself,“Itisanearthquake.”IwasscaredasIrantotellmyparents.ButwhenIreachedthem,theearthquakestopped.Nothinghappenedinthenextfewhours.MyfamilyandIwerenotindangerandourhousewasstillstanding.Wewatchedthenewsabouttheearthquake.Theepicenter(震中)wasveryclosetoMuzaffarabad.WefeltveryluckytobeinthecityofKashmir.AfterwewatchedthesituationinMuzaffarabad,Idecidedtovolunteertohelpthosepeoplerightaway.IarrivedinthecityofMuzaffarabadwithafewothervolunteers.Wetriedtohelpthepeoplethereout.Afterhoursofdigging,wefoundafewsurvivors.Wequicklysentfordoctorstomakesuretheywereallright.Whentheymettheirfamilies,theycriedforjoy.Thatmademeveryhappy.However,noteveryonehadahappyending.Wealsofoundbodiesofthosenotmakingitthroughtheearthquake.AndIfeltterriblewhenIsawthetearsofthepeoplecryingforthosedeadpeople.()6.Whatwasthewriterdoingwhentheearthquakehappened?Readingabook.B.Cookingbreakfast.C.Movingatable.()7.WhichisTRUEabouttheearthquakeinKashmir?Itwasbigandterrible.B.Itlastedforashorttime.C.Alotofpeopledied.()8.Whatdidthewriterdoaftertheearthquake?Thewriterlookedafterhisparents.Thewriterraisedmoneyforthesickpeople.Thewritervolunteered