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。
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第五单元教案
Unit5 What were you doing when the rainstorm came?第一课时SectionA (1a-2b)一．Language Goals:1.To learn past progressive tense2.To practice the oral English by using past progressive tense二．Teaching Key Points:1.The vocabulary: rainstorme past progressive tense correctly三．Target language:A：What were you doing when the rainstorm came?B：I was + V-ing when the rainstorm came.四．Teaching Aids:An English book, and PPT, small paper五．Teaching Steps:Step1 Preview and PerceptionAsk the students to review the present progressive tense, then see some pictures on the small paper and make conversations with your partner.--What are you doing?--I’m + v-ing--What is he/she doing?--He/She is + v-ingStep 2 Leading inHave you seen a movie-Just visiting(时光隧道)，now look at the picture on the screen. This is a time tunnel. Close eyes and make it take us to the past. Then show the picture of the word-rainstorm. Today we will learn Unit 5 What were you doing when the rainstorm came?Step 3 Read the Studying Aim1. To learn past progressive tense2. To practice oral English by using past progressive tenseStep4 Consolidation and ExplorationLet the students see the picture in order to discuss the questions in the group .When they finish the questions,ask some students to try to answer.Step5 Pre-task ( Page 33,1a-1b)Task 1: (1a)Where were the people at the time of the rainstorm?Match the statements with the people in the picture.Task2: (1b)Listen to the TV report and circle the correct responses.Task3: (1c)Pair work: Make conversations with partners by using “ was/ were + doing ”六．Grammar Focus: The usage of past progressive tense1.The definition of past progressive tense2. The structure of past progressive tense七．Comparative ExerciseComparing the present progressive tense with past progressive tense and fill in the blank八．Having a TestDo five multiple-choice questions to practice the grammar九．SummaryReviewing what we have learned today,such as the word,some new sentences and grammar十．HomeworkMake four sentences by using the past progressive tense。
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。）
人教版八年级英语下册Unit5大单元教学设计
一、教学目标
（一）知识与技能
本单元为“人教版八年级英语下册Unit 5”，主题为“自然灾害”，旨在帮助学生掌握与自然灾害相关的英语词汇、句型以及表达方式。在教学过程中，知识与技能目标如下：
1.掌握并运用与自然灾害相关的词汇，如：typhoon、earthquake、flood、drought等；
5.学生对于自然灾害的关注度较高，容易产生情感共鸣，ห้องสมุดไป่ตู้利于情感态度与价值观的培养。
针对以上学情，教师应结合学生的实际水平，设计富有挑战性和趣味性的教学活动，激发学生的学习兴趣，提高他们的英语综合运用能力。同时，关注学生个体差异，实施分层教学，使每个学生都能在原有基础上得到提高。
三、教学重难点和教学设想
4.创设真实的语境，让学生在实际场景中运用英语，提高语言运用能力；
5.注重学生个体差异，实施分层教学，使每个学生都能在原有基础上得到提高。
（三）情感态度与价值观
本单元的情感态度与价值观目标旨在培养学生关爱他人、关注社会、敬畏自然的态度。
1.增强学生对自然灾害的认识，提高防范意识；
2.培养学生面对自然灾害时的勇敢、团结、互助精神；
5.教学支持：
（1）为教师提供丰富的教学资源，如教材、课件、网络资源等，提高教学质量；
（2）加强教师培训，提高教师在自然灾害话题下的教学能力；
（3）鼓励教师开展课题研究，不断优化教学设计。
四、教学内容与过程
（一）导入新课
1.教师通过展示一组自然灾害的图片，如台风、地震、洪水等，引发学生对自然灾害的思考，激发他们的学习兴趣。
（二）教学设想
1.教学方法：
（1）采用任务型教学法，设计丰富多样的教学活动，如小组讨论、角色扮演、听力练习等，激发学生的学习兴趣；
(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。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 5 What were you doingwhen the rainstorm came?第1课时Section A 1a-2d一、教学目标(1)知识与技能1) 掌握重点词汇与句型: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与句型。
4) 提高抓取与记录关键信息的听力技能。
(2)情感态度与价值观培养学生在灾害面前要更团结,更友善,更懂得互相帮助。
二、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。
三、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。
四、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 my homework 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 came? Let’s listen、Remind 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 weredoing 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 a TV 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、第2课时Section A 3a-4c一、教学目标1知识与技能1)掌握重点词汇与短语。
2)培养学生的阅读能力及技巧。
3) 复习、运用过去进行时。
2情感态度与价值观培养学生在灾害面前要更团结,更友善,更懂得互相帮助。
二、教学重点1、掌握重点词汇与短语。
2、复习、运用过去进行时。
三、教学难点1、培养学生的阅读能力及技巧。
2、when与while的区别。
四、教学过程Step 1 GreetingsGreet the students as usual、Step 2 RevisionAsk students to talk about what they were doing last night in groups of four then give a report、Step 3 PresentationAsk the students to look at the picture and think about what has happened、Step 4 Reading3a, Read the passage quickly and answer the following questions1、What was the weather like before the heavy rain started?2、What was the neighborhood like after the storm?Ask some students to report their answers、3b, Read the passage again and complete the sentences using information from the passage、1、When the news on TV was reported,strong winds _ 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 ____、Ask some students to report their answers、Step 5 Speaking3c, Discuss the questions with a partner、“Although the storm broke many things apart,it brought families and neighbors closer together、”What other can bring people closer together? How can we help each other in times of difficulty?Ask some students to report their answers、Step 6 Language points1、With no light outside,it felt like midnight、此句中介词with表示一种伴随状况,同时还包含着某种因果关系,表示“因某种状况的存在而导致…”,因此可翻译成“由于;因为”等。
e、g、I can’t work with all that noise going on、由于那噪音响着,我无法工作。