課時(shí)教學(xué)設(shè)計(jì)首頁(yè)設(shè)計(jì)人：課題Unit5Whatwereyoudoingwhentherainstormcame?SectionB(3a-selfcheck)班級(jí)備課教師課型寫作課課時(shí)6核心素養(yǎng)與思政滲透本課在前幾課時(shí)的基礎(chǔ)上，學(xué)習(xí)使用過(guò)去進(jìn)行時(shí)和一般過(guò)去時(shí)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)都要從語(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。在本課中，通過(guò)回顧重大事件來(lái)復(fù)習(xí)過(guò)去進(jìn)行時(shí)在實(shí)際語(yǔ)境中的使用，并培養(yǎng)學(xué)生正確的人生態(tài)度和愛(ài)國(guó)主義情懷。通過(guò)對(duì)本單元的系統(tǒng)復(fù)習(xí)和寫作應(yīng)用，使學(xué)生能夠用心體會(huì)生活中遇到的幸福和挫折，擁有感恩、勇敢的品質(zhì)。課標(biāo)分析新課標(biāo)要求八年級(jí)學(xué)生能分析和梳理常見(jiàn)書面語(yǔ)篇的基本結(jié)構(gòu)特征；能用簡(jiǎn)單的連接詞建立語(yǔ)義聯(lián)系；在書面表達(dá)中，能選用不同句式結(jié)構(gòu)和時(shí)態(tài)，描述和介紹身邊的人、事物或事件，表達(dá)情感、態(tài)度、觀點(diǎn)和意圖等；能自尊自愛(ài)，正確認(rèn)識(shí)自我，關(guān)愛(ài)他人，尊重他人，有社會(huì)責(zé)任感；能多角度、辯證地看待事物和分析問(wèn)題；能在學(xué)習(xí)活動(dòng)中積極與他人合作，共同完成學(xué)習(xí)任務(wù)能在學(xué)習(xí)過(guò)程中積極思考，主動(dòng)探究，發(fā)現(xiàn)并嘗試使用多種策略解決語(yǔ)言學(xué)習(xí)中的問(wèn)題，積極進(jìn)行拓展性運(yùn)用。教學(xué)目標(biāo)語(yǔ)言能力能夠圍繞“重大事件”的話題，通過(guò)聽(tīng)、說(shuō)、讀等活動(dòng)搜集、理解所需要的語(yǔ)言基礎(chǔ)信息；能夠正確使用一般過(guò)去時(shí)和過(guò)去進(jìn)行時(shí)記錄過(guò)去的一件事；能夠熟悉記敘文的結(jié)構(gòu)特點(diǎn)，用英語(yǔ)寫記敘文記錄一件最重要的事，明白記敘文的基本要素，即事件，時(shí)間，地點(diǎn)，事件的經(jīng)過(guò)和結(jié)果。文化品格能夠懂得生活中重要的經(jīng)歷都可以促進(jìn)我們學(xué)習(xí)，幫助我們明白很多道理。思維品質(zhì)能夠在老師的幫助下，通過(guò)學(xué)習(xí)，多層次、多角度、多元化地內(nèi)化有關(guān)“過(guò)去的重大事件”的語(yǔ)言知識(shí)；在寫作中，注意到語(yǔ)篇的整體性、結(jié)構(gòu)性、邏輯性。學(xué)習(xí)能力能夠通過(guò)多種渠道學(xué)習(xí)和復(fù)習(xí)，保持英語(yǔ)學(xué)習(xí)興趣；認(rèn)識(shí)了以讀促寫的寫作模式并嘗試進(jìn)行寫作。教材內(nèi)容分析本課是一節(jié)寫作課和復(fù)習(xí)課，是完整的寫作板塊，但與閱讀文章的聯(lián)系更為密切。學(xué)生在閱讀之后，通過(guò)3a把學(xué)過(guò)的語(yǔ)言用回答問(wèn)題的形式進(jìn)行梳理，再按照3b的寫作框架提示完整地描寫一件難忘且重要的事，說(shuō)明時(shí)間、地點(diǎn)、事件過(guò)程以及為什么自己記得這么清楚。重點(diǎn)本單元所學(xué)關(guān)于“難忘的事件”話題下的詞匯和表達(dá)的正確運(yùn)用；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；難點(diǎn)運(yùn)用兩種重要的時(shí)態(tài)描述事件。學(xué)情分析本課時(shí)話題貼近學(xué)生生活，通過(guò)前面的學(xué)習(xí)，學(xué)生已基本掌握了相關(guān)語(yǔ)言知識(shí)，本課時(shí)關(guān)鍵是學(xué)生語(yǔ)言的輸出，對(duì)學(xué)生有點(diǎn)難度。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.Reviewandlead-in.FollowtheTtolearnaboutsomeimportanteventsinthepastandwhattheTandherfriendsweredoingatthattimeandhowtheyfelt.Accordingtothetips,retellRobertAllen’sandKate’sexperiencesandfeelings.Step2.Pre-writing.1.Watching.Watchthemindmapandtrytocatchtheeventandthetime.2.DoingaSurvey.Surveyreport:Whatwasanimportanteventforyou?Listthekeystructuresforstudents.Whatwastheevent?Whendidithappen?Wheredidithappen?Whatwereyoudoing?Whatwereyourfriendsdoing?Whywasitimportant?Whydoyourememberthisevent?3.Showingtheresultofthesurveytomakestudentspracticethesentencepatterns.Whenthecampinghappened,Iwas/Hewas/Shewas/Theywere/Wewere____________.Whenthehomecleaninghappened,Iwas/Hewas/Shewas/Theywere/Wewere_________.Whenthesportsmeetinghappened,Iwas/Hewas/Shewas/Theywere/Wewere______________.Whenthebirthdaypartyhappened,Iwas/Hewas/Shewas/Theywere/Wewere______________.4.Do3atomakestudentsknowothereventsintheworld.WiththeguideofT,sumuphowtowriteapastevent.5.Writingskills.(1)Trytowritethreeparagraphs.(2)Thepasttense&Thepastprogressivetense.(3)CharactersStep3.While-writing.Withtheteacher’shelp,analyzethetense,personandtexttypeofthepassagetheywillwrite.Afterdrawingtheoutline,writeapassageaboutabigeventbasedonit.10minuteswillbegiven.Step4.Post-writing.Afterfinishingwriting,makestudentstochecktheworktogether.Showsomepicturesofimportanteventshappenedinthepast.T:Let’sgothroughatimetunnelandhavealook.T:Doyouknowtheseevents?S:911,thedeathofMartin,the19thAsianGamesinHangzhou.T:Whydopeopleremembertheseeventssowell?Let’shaveareview.Showthemindmapabout911.AndaskSstoreviewthekeystructuresofthispassage:T:Whatwastheevent?Whendidithappen?Whatwerethewholething?Howdidpeoplefeel?T:Whateventisimportanttoyou?

Makeyournotes.GuideSstodothesurveyandaccumulatethekeyinformation.T:Therearefourtypesofimportanteventsyouhaveneverforgotten,let’strytomakeconversationsaboutthem.S1:Whatwereyoudoingwhenthiseventhappened?S2:Whenthecampinghappened,Iwas/Hewas/Shewas/Theywere/Wewere______________.ProvidethechartforSstohelpthemknowaboutYuanLongpingandBeijngWinterOlympicsProvidesomesamplewritingtohelpSsdotheirwriting.T:Beforewritingweshouldknowhowtousethewritingskills.Trytoreadthetitleofthewritingandfinishtheseskills.T:Showthetitleofthewritingsample,thendividestudentsinto3groups,makedifferentgroupswritedifferentparagraphs,thenleadthemcheckittogether.通過(guò)回憶書本上一些歷史事件的圖片，以及國(guó)家重要事件，讓學(xué)生直觀了解我們的難忘事件；通過(guò)震撼畫面和老師語(yǔ)言描述，引起學(xué)生的情感共鳴，引發(fā)學(xué)生對(duì)本課寫作話題的學(xué)習(xí)興趣，從而激發(fā)其寫作內(nèi)動(dòng)力，為下一步探討做好鋪墊。開(kāi)發(fā)新的學(xué)習(xí)資源，利用思維導(dǎo)圖模式使學(xué)生回顧所學(xué)過(guò)的課文，并引發(fā)關(guān)鍵點(diǎn)的記憶，依托關(guān)鍵點(diǎn)記憶，使學(xué)生了解文章的架構(gòu)，同時(shí)進(jìn)行語(yǔ)料的積累。提供框架句型結(jié)構(gòu)，方便學(xué)生使用正確的句型將歸好類的信息點(diǎn)加以表達(dá)，使學(xué)生在后面的寫作訓(xùn)練中能自如地開(kāi)展寫作練習(xí)，為語(yǔ)言功能的運(yùn)用做鋪墊。通過(guò)設(shè)定關(guān)鍵信息點(diǎn)和目標(biāo)對(duì)話，引導(dǎo)學(xué)生思考并鞏固練習(xí)目標(biāo)句型和語(yǔ)法。通過(guò)對(duì)現(xiàn)有習(xí)作的糾正美化，明確記敘文的文章架構(gòu)和語(yǔ)言形式，為之后的寫作環(huán)節(jié)做鋪墊。通過(guò)完成3a，給予學(xué)生更多國(guó)內(nèi)大事件素材及句子積累，為后期寫作奠定基礎(chǔ)。培養(yǎng)學(xué)生列提綱的寫前習(xí)慣，通過(guò)辨識(shí)作文題目，利用抄、擴(kuò)、升華的結(jié)構(gòu)三段論，提升思維的邏輯性和深刻性。讓學(xué)生在限定的時(shí)間內(nèi)完成作文，教師提供文章結(jié)構(gòu)及語(yǔ)言等方面的支持。培養(yǎng)學(xué)生良好的自我糾正習(xí)慣和方法；培養(yǎng)學(xué)生的合作精神、批判思維能力和對(duì)作品的鑒賞能力。總結(jié)提升，教學(xué)生懂得銘記過(guò)去，珍惜現(xiàn)在。課時(shí)達(dá)標(biāo)檢測(cè)Ⅰ.用所給詞的適當(dāng)形式填空。WhileIwasinthekitchen,Iheardsomeone(shout)forhelp.ThisEnglishwordhasdifferent(mean)inChinese.Tony(fly)totheUSthismorning,andhis(fly)tookoffat7:20.I(sleep)whenI(hear)aloudnoise.They(visit)themuseumthistimeyesterday.Theboy(look)outofthewindowwhenthepolicemancame.Whilethey(play)soccer,wewerewatchingTV.MyfatherwasreadingabookwhenI(get)back.Theweather(be)finewhilewewereinBeijing.Thegirlwasreally(scare)whenshesawthesnake.Ⅱ.閱讀理解。Georgeandhiswifehaveasmallbar(酒吧).Thebaroftenkeepsopenuntilaftermidnight,becausepeoplecometodrinktherewhiletheyarewaitingforthetrains.Attwoo’clockonemorning,oneisstillsittingatatableinthesmallbar.Hedrinkstoomuchandisasleep.George’swifewantstogotobed.Shegoesintothebarseveraltimes,andeachtimethemanisstillthere.Atlastshesaystoherhusband,“You’vewoken(叫醒)thatmansixtimesnow,George,butheisn’tdrinkinganything.Whydon’tyousendhimaway?It’sverylate.”“Oh,no,Idon’twanttosendhimaway,”answersherhusbandwithasmile,“yousee,wheneverIwakehimup,heasksforhisbill(賬單).WhenIbringittohim,hepaysit.Thenhegoestosleepagain.”正確的寫T,錯(cuò)誤的寫F。

1.TheGeorges’barisoftenclosedafter7o’clockp.m.（）

2.Apersonisstillsittingatatableattwointheafternoon.（）

3.Heistiredandisasleep.（）

4.George’swifewantstogotobed.（）

5.Themaniswokensixtimesandpaidhisbillsixtimes.（）第頁(yè)課時(shí)教學(xué)設(shè)計(jì)尾頁(yè)板書設(shè)計(jì)Unit5Whatwereyoudoingwhentherainstormcame?(SectionB3a-Selfcheck)What

was

the

event?When

did

it

happen?Where

did

it

happen?What

were

you

doing?What

were

your

friends

doing?Why

was

it

important?Why

do

you

remember

this

event?When________happened,Iwas/Hewas/Shewas/Theywere/Wewere______________.抄擴(kuò)升華作業(yè)設(shè)計(jì)LevelAWhatwereyoudoingwhenyouheardsomenewsaboutbigevents,likeSuYimi