人教版英语八年级下册教案：Unit5 SectionB(1a-1d)

Unit5 SectionB（1a-1d）名师教案

1.0Teaching Analysis教情分析

1.1Teaching objectives 教学目标

1.1.1Language targets 语言目标

1.1.1.1Key Words and Chunks

1.1.1.1.1For applying: realize, make one’s way, at the event, by the

side of, walk by, cheer you on

1.1.1.1.2For comprehending: Animal Helpline

1.1.1.2Sentence Structures

1)When I got to the bus stop, I realized that my bag was still at

home.

2)But why didn’t you just go home to get your bag?

3)I know how much you love animals.

4)No wonder you didn’t make it to the competition.

5)I’m sorry I wasn’t there to cheer you on, but I’m happy that your

team won.

1.1.1.3Grammar Focus

No wonder you didn’t make it to the competition.（这个句子省略了

一些成分，完整的句子是It is no wonder that you didn’t make it to

the competition. make it to the competition，表示“成功地参与比

赛”，make it 表示“做成某事”。）

1.1.2Ability goals 能力目标

1.1.

2.1帮助学生通过记笔记的方式记录听力中的关键词。

1.1.

2.2引导学生帮助Kate想出应对困难的方法。

1.1.

2.3引导学生发现和关注他人的困难与不便。

1.1.3Emotional goals 情感目标

1.1.3.1通过帮Kate出主意，教师引导学生能积极地调节和管理自己情

绪。

1.1.3.2通过Kate帮助小动物，教师鼓励学生有同理心，关心周围人和事

物。

1.2Important and difficult teaching points 教学重难点

1.2.1帮助学生理解听力中的重难点句子。

1.2.2教会学生以记录关键词的方式理解听力内容。

1.2.3帮助学生通过合作将对话改写为一个独白故事。

2.0Student analysis学情分析

2.1Fundamental State基本情况

通过Section A的学习，学生能够积极的交流分享过去发生的事件，同时学生强化了对过去进行时的运用能力，逐步形成了辩证地看待过往经

历的意识。在本课型1a-1d的学习中，听力材料描述了Kate错过学校篮球

比赛这一事件，材料旨在引导学生积极调试自己的情绪，并以一颗同理心

来对待周围的人和事物。听力材料内容真实，结尾给学生以想象空间，教

师可以积极引导学生，将自身置于Kate的位置，打开脑洞，积极探讨如

何做到“帮助小狗”和“赶往球赛”二者兼顾。

2.2Knowledge Reserve知识储备

通过Section A的学习，学生能够熟练运用过去进行时来表达过去“难忘的事件”发生的时间、地点、人物及影响，学生能够真实地分享自己对

这些事件的体悟。其中，Section A 1a-2c的听说练习与本课型的话题一脉

相承，均为描述过去的经历，且都为不愉快事件，为学生的听力练习进行

了充分的话题预热。同时，Section A 3a讲述了一场暴风雨使社区居民更

紧密地团结在一起，基于该文本的3c为开放式探讨题，为本课型学生进

行审辨性思考提供了有效范式。

2.3Class Data本班实际

本班学生善口头表达，但听力能力有待提升。本课型的听力材料中，有许多学生并不熟悉的表达，如why weren’t you…, making my way to

school, it was hurt, the Animal Helpline, No wonder…等。为降低学生在听力

练习过程中所遇困难难度，教师可以在听前创设合理情景，预热听力话题，铺垫听力材料词汇，帮助扫清词汇和表达障碍，使大多数学生能够较为轻

松地完成听力任务。

3.0Teaching methods教法建议

3.1Communicative approach交际法

3.2Question and answer method问答法

3.3Exercise method练习法

4.0教学辅助

blackboard and chalk, computer, PPT, tape recorder

5.0Teaching procedures 教学进程

5.1Leading-in and warming-up 引入与激趣活动

5.1.1Greet students and arouse their interest with a funny story.

The Reason of Being Late

Teacher: Johnny, why are you late for school every morning?

Johnny: Every time I come to the corner, a guidepost says, “School ---

Go Slow.”

5.1.2Then get Ss to have a discussion. T can write the following questions on

the blackboard: Can you think of a time when you were late for class?

When was that? What happened to you? What did your teacher say to

you? Why do you remember the teacher’s words so clearly?

5.2New points input 新知输入（贴标签）

5.2.1Activity 1a

Think of a time when you were late for or couldn’t go to an event. What

was the event?

What was the reason why you were late or couldn’t go? Please tell your

partner about the story.

5.2.2T can give an example of being late for a meeting or school. At the same

time, present the new words and phrases in this part.

Tom usually goes to school by bike, but today he had to go to school on

foot instead of biking as his bike was broken. On the way to school he

picked up a wallet. He realized that the loser must be very worried so

he wanted to take it to the police. But he didn't know where the police

station was. With the help of an elderly man, he finally found the police