说课稿Unit 5 What were you doing when the rainstorm came
Unit 5 What were you doing when the rainstorm came?Section A(1a-1c)说课稿一、教材分析本课是新目标英语八年级下册第五单元第一课时内容，以“What were you doing when the rainstorm came?”为中心话题，让学生通过学习和运用过去进行时,准确地描述过去正在发生的事情。
这些内容都与我们的生活密切相关，能够轻松地激起学生学习英语的兴趣。
同时，师生、生生之间的交流方式，培养了学生的合作精神，促进了师生、生生之间的情谊，从而提高学生学习英语的积极性。
二、学情分析学生在七年级下册就学过现在进行时,并已经掌握了如何运用现在进行时来描述日常活动的技巧, 有了一定的知识基础，这些都有利于他们学习过去进行时。
本节课的话题紧贴学生生活，容易调动学生的积极性。
三、教学目标1.知识与技能a.掌握本课的词汇rainstorm 、when、report、pick up 、at that time、so many times.b.能用英语谈论过去某个时刻正在发生的事情，并能进行简单的对话和句子的仿写。
2、过程与方法通过听说训练，让学生能结合具体语言环境，正确理解并运用过去进行时来准确地表达过去某个时刻正在发生的事情。
3、情感态度与价值观a. 通过询问，来表达了解、关心别人，并增进同学之间的友谊。
b.让学生学会自我保护。
四、教学重点及难点教学重点:过去进行时态：“was / were + doing”结构；When 引导的时间状语从句。
教学难点:掌握由when引导的时间状语如何使用过去进行时。
为了突出重点，突破难点，我准备通过开展形式多样的活动，紧密结合现实，激发学生的学习热情，提高学生对英语的学习兴趣。
五、说教法、学法（一）教法1、尝试教学法针对教学内容，以及对学生学习情况的分析，我在教学中采用了尝试教学方法。
这样的教法既突出了教师的主导作用，又充分发挥了学生的主体性。
2、情景教学法过去进行时是初中非常重要的语法项目,而本单元的话题源自生活,立足这一点,我充分利用学生已有的知识和生活经验 ,创设生活化的真实情境，引导学生创造性地运用语言，在使用中学习语言。
（二）学法小组合作、探究的学习方法。
六、说教学过程Step1创设情境，激情导入1、出示学生生活中的幻灯片，复习现在进行时，然后询问过去某时间正在进行的动作引出过去进行时。
设计意图：通过幻灯片演示复习现在进行时的内容导入过去进行时。
通过创设具体的，加强学生对旧知识的巩固。
采用对比教学的方式，使学生更好、更快的认识过去进行时。
Step2准备练习用括号中动词的适当形式填空：1. My parents _______（watch）TV now.2. Look. Three boys _______（run）.3. What _______ your mother _______（do） now?4.A: What was Yao Ming doing just now？B: He_______（play）basketball.5.I ______（dance）at 8:00 yesterday利用旧知识引申发展新知识，为解决尝试题做铺垫。
Step3出示尝试题用括号中动词的适当形式填空：1.I _____ (have) my breakfast at half past six yesterday morning.2. They _____ (not make) a model ship when I saw him.3. Was your father at home yesterday evening? Yes ,he was. He_____ (listen) to the radio.4. _____ they_____ (have) a meeting at 4 yesterday afternoon?No, they weren’t. They_____ (clean) the classroom.5.What ___ you ___ (do) at that time? We ______ (watch) TV.出示尝试题激发学生的学习兴趣。
Step4 自学课本学生自学课本P110过去进行时Step5 尝试练习学生自己做尝试练习题Step6 学生讨论小组讨论过去进行时的用法，核对答案。
Step7 教师讲解1、归纳现在进行时与过去进行时的含义与用法。
首先，回忆现在进行时，然后，将现在进行时中的“现在”变成“过去”，将它结构中的“am/is ”变成“was”，“are”变成“were”，再介绍过去进行时的用法及句式。
设计意图：通过形象的图片展示，让学生更直观的理解、运用过去进行时。
2、展开练习出示记者采访的幻灯片，练习过去进行时，学生结合图片内容，展开对话练习。
设计意图：出示的采访图片是课前搜集的学生日常活动的图片，这些图片更容易激发学生学习兴趣，充分调动学生的积极性，让学生主动开口说英语。
3、展示主题图片，教师引导学生观察图片、看图说话。
然后，引导学生阅读题目要求，使学生明确刚才所练习的场景都是发生在过去（at the time of therainstorm），学生小组合作、讨论完成1a。
设计意图：充分、有效地利用课本上的主题图，引导学生观察图片并进行启发性的提问，对学生理解并运用语言非常有帮助，并为完成1a任务作好了铺垫，学生应该可以很轻松地完成这项活动。
4、听力练习a.因为这段听力涉及的人数比较多，教师在听前应给学生介绍场景，说明这是一个TV report，有一个记者进行播报，四个人将被采访，让学生明确听力目标是找出这四个人在暴风雨时正在做的事情。
然后，播放听力，学生认真听并选择正确选项，主动展示自己的学习情况。
设计意图：听力练习也是本节课的教学难点，平时大多数学生都说听力难，其实主要是没掌握听力技巧，如果让学生带着问题有目的地去听就容易多了。
这实际也是一种听力技巧，即不需要听清每个词，只需抓住关键即可。
b.教师创设听力情景，加大练习难度，再次播放听力，让学生完成填空练习，然后小组讨论、代表进行展示。
设计意图：对听力材料进行挖空练习，有助于学生听力的提高。
同时，学生在展示听力信息的同时，语言表达能力也得到了提高，为后面的说打下了良好的基础。
5、合作讨论，展现提升展示图片进行1c的Pair work。
A: What was the girl doing at the time of the rainstorm?B: She was…先让学生两人一组，利用主题图进行口语对话练习。
然后教师再次出示一些学生日常生活中的图片，拓展知识（第三人称），并鼓励学生适当拓展场景，自己编一些对话，大胆到台前展示、表演，教师进行简单点评，师生共同予以掌声鼓励。
设计意图：这样的活动既可以培养学生的合作意识，又能在真实语境中用过去进行时进行交流，巩固了本节课的重点，从而突破了难点，促使学生在学习过程中体会理解。
6、联系实际，情感教育提出问题：When the rainstorm came ,what should you do?学生讨论，知道暴风雨来临的时候应该待在家里、关闭门窗，不应该打电话、上网、站到树下等。
设计意图：问题的设置贴近生活，能够调动学生的思维，激发学生的学习兴趣，并且让学生学会自我保护，达成情感教育目标。
Step8二次尝试，巩固提升根据汉语提示完成句子。
1.Jenny was waiting for the bus ______ ______ ______ ____________yesterday.昨天当暴风雨来临的时候，詹妮正在等待公交车。
2.It ______ ______heavily when the plane took off.当飞机起飞的时候，天正在下着大雪。
3.What______ ______ ______ ______ ______yesterday evening?昨天晚上八点钟你在做什么？4.My daughter was writing a letter ______the other children ______ ______ out.我女儿正在写信时，其他的孩子都在外面玩耍。
5.My mother______ ______ because I forgot______ ______ my room.因为我忘记打扫我的房间了，所以妈妈生气了。
Step9作业（Homework）1.Remember the words and phrases in this lesson.2.Make a survey about your parents’ activities in their free time.紧扣教学内容，及时巩固知识点，学生通过完成作业，达到提高语言应用的能力。
七、说板书Unit 5 What were you doing when the rainstorm came?Section A(1a-1c)含义：表示过去某一时刻正在进行或发生的动作。
也可表示过去某一段时间正在进行的动作。
过去进行时结构：was/were + doing句子：What were you doing when the rainstorm came?I was playing the basketball.设计意图：这样的大纲视图，能够概括本课知识要点，一目了然，加深学生理解、记忆。
八、教学反思在课上，90%的学生基本上的学生能够顺利的描述过去进行的事件，通过课堂教学, 学生学习的主动性和积极性得以调动。
另一方面，多媒体辅助教学形象生动，有利于学生从视觉听觉上更好更快地接受知识。
WhatwereyoudoingwhentheUFOarrived说课稿人教版
介绍与过去进行时相关的拓展知识，拓宽学生的知识视野。
引导学生关注Leabharlann 科前沿动态，培养学生的创新意识和探索精神。
情感升华：
结合过去进行时内容，引导学生思考学科与生活的联系，培养学生的社会责任感。
鼓励学生分享学习过去进行时的心得和体会，增进师生之间的情感交流。
（六）课堂小结（预计用时：2分钟）
简要回顾本节课学习的过去进行时内容，强调重点和难点。
- 科学杂志和期刊：鼓励学生阅读一些科学杂志和期刊，如《National Geographic》（《国家地理》）、《Scientific American》（《科学美国人》）等，了解科学家对UFO现象的研究和解释，培养他们的科学素养。
- 在线学习平台：推荐学生使用一些在线学习平台，如Khan Academy（可汗学院）、Coursera等，学习与本节课相关的英语语法和词汇知识，提高他们的自主学习能力。
5. 教学工具：准备投影仪、计算机、音响等教学工具，确保教学过程中的多媒体资源能够正常播放。
6. 学习平台：如果使用网络学习平台进行教学，确保平台正常运行，并提前准备好相关的教学资源和活动安排。
7. 评估工具：准备评估学生学习成果的工具，如问答卡片、练习题、小组任务评价表等。
8. 学生学习资料：准备学生所需的学习资料，如课文翻译、练习题答案、学习指导等。
- 当UFO到达时，我正在家里看电影。
- 答案：When the UFO arrived, I was watching a movie in my house.
- 请将下面的句子翻译为英文。
- 当你到达时，我正在吃晚饭。
- 答案：When you arrived, I was eating dinner.
Unit5 What were you doing when the rainstorm阅读教学设计
Step1: Warming-upWatch the video and answer the question:What happened in the video?Then discuss the following questions:What may happen before the storm ?What may happen during the storm ?What may happen after the storm ?3.Lead-in:There was also a rainstorm in Alabama. Watch the video and present some information about Alabama.Step2: PredictionLook at the title and the photo and make predictions.What can you see in the picture?How could a storm bring people closer?Step3: While-readingTask1:Fast readingRead the article quickly and answer the questions.Task2:Careful readingRead part1(para.1-para.2)carefully and finish the tasks：Q:What was the weather like?Q:What could Ben’s family prepare before the storm?Read part2(para.3)carefully and finish the tasks：Q1: What was Ben doing during the storm?Q2. Did they have fun?Read part3(para.4)carefully and finish the tasks：Step4:After reading1.Finish 3a.2.Finish 3b.nguage points1)make sure 确保；确认；查明make sure意为“确保;查明"，常用于祈使句中，表示请求或要求对方按照要求做某事，其后可接that引导的宾语从句或of短语。
八年级英语下册 Unit 5 What were you doing when the rainst
八年级英语下册 Unit 5 What were you doing when the rnstorm came Section B（2a-2e）说课稿（人教新目标版）一. 教材分析人教新目标版八年级英语下册Unit 5 What were you doing when the rnstorm came Section B（2a-2e）的主要内容是讲述过去进行时态在特定时间点发生的动作。
本节课通过引入一个关于雨天的小故事，让学生在情境中学习并运用过去进行时态。
教材通过丰富的语言材料，引导学生运用过去进行时态描述过去某个时间点的动作，从而提高他们的语言运用能力。
二. 学情分析根据八年级学生的认知发展特点，他们对过去进行时态已经有了一定的了解，但可能在实际运用上还存在一定的困难。
因此，在教学过程中，我需要关注学生的个体差异，针对不同学生的学习需求进行有针对性的教学。
同时，通过激发学生的学习兴趣，让他们在轻松愉快的氛围中掌握过去进行时态的运用。
三. 说教学目标1.知识目标：学生能够掌握过去进行时态的结构和用法，能够正确运用过去进行时态描述过去某个时间点的动作。
2.能力目标：学生能够在实际情境中运用过去进行时态进行交流，提高他们的语言运用能力。
3.情感目标：通过本节课的学习，学生能够培养对英语学习的兴趣，增强自信心。
四. 说教学重难点1.教学重点：学生能够掌握过去进行时态的结构和用法，能够正确运用过去进行时态描述过去某个时间点的动作。
2.教学难点：学生能够在实际情境中灵活运用过去进行时态，进行有效的交流。
五. 说教学方法与手段在本节课的教学过程中，我将采用任务型教学法和情境教学法。
通过设计各种形式的任务，让学生在实际操作中学习并运用过去进行时态。
同时，利用多媒体教学手段，如图片、视频等，为学生创设真实生动的情境，帮助他们更好地理解并运用所学知识。
六. 说教学过程1.导入：通过展示一张雨天的图片，引导学生思考他们在雨天会做什么，从而引入本节课的主题。
unit5whatwereyoudoingwhentherainstormcame说课稿【优质】
新版八年级下册Unit 5 What were you doing when the rainstormcame?说课稿第一课时(1a-1c)一、教学理念理论联系实际，即知识要于应用，用英语进行交流，培养学生口语能力，打破学生害羞说英语的状况，让学生能学以致用。
二、教材分析：（一）教材的地位与作用本课是新目标英语八年级下册第五单元，其教材是以“What were you doing when the rainstorm came?”为中心话题，学习和运用过去进行时让学生能描述过去正在发生的事情。
这些都是与我们的实际密切相关，能够轻松地激起学生学习英语的兴趣，师生、生生之间的交流也培养了学生的合作精神，促进了学生，教师的情谊，从而对学生英语学习水平的提高会有很大的促进。
（二）教学目标知识目标：1.掌握本课的词汇rainstorm 、when、while、 report、pick up 、at that time、so many times.2.掌握副词短语“when”和“while”.能力目标：通过掌握这些描述的词，进行简单的对话及进行句子的仿写。
情感目标：1.鼓励学生仔细观察周围事物并善于发现生活中的美。
2.发展学生的合作精神和乐观的态度。
（三）教学重点及难点重点：掌握词汇rainstorm 、when、while、report、pick up 、at that time、so many times等，并学以致用。
难点：1.学习和掌握过去进行时的学习和用法。
2.掌握副词短语“when”和“while”。
三、教学方法1.教法分析(1)过去进行时是初中非常重要的语法项目,而本单元的话题源自生活,立足这一点,我充分利用学生已有的知识和生活经验,让他们讲述今天的天气,创设生活化的真实情境引导学生在运用语言中学习语言,然后在学习新的语言知识后创造性地运用语言(为用而学, 在用中学,学了就用).(2)开展多种类型的任务型活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究性学习.2.学情分析我们教学的对象是初二学生(好,中,差等生都有),他们学习英语既感到好奇又担忧,希望能得到他人的肯定.因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦.同时在阅读和书面表达中加以落实,提高他们综合运用语言的能力,使各层次的学生都有所收获。
说课稿Unit5Whatwereyoudoingwhentherainstormcame
自主课堂高效学习——Unit 5 What were you doing when the rainstorm came? Section A第一课时说课稿陕科大附中初中部吴蓉2015.1尊敬的各位老师，你们好！今天我说课的内容是人教版新目标八年级下册Unit 5 What were you doing when the rainstorm came? Section A .这是本单元的第一课时，以听说为主，为后面几个课时做铺垫，下面，我将从以下几个方面进行说课：一说教材（分三部分）1 教材内容及地位本节课的主要内容是新目标八年级英语第五单元第一课时，教材是以What were you doing when the rainstorm came? 为中心话题，描述过去正在发生的事情，学习和运用What were you doing ? 和When the rainstorm came? 让学生学会描述在过去的某个时间点正在发生的事情。
本课教材内容与学生的实际生活密切相关，易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生讨论合作学习，描述过去发生过的事情，在锻炼语言能力的同时也促进学生之间和师生之间的情感交流，增进情谊。
2 说教学目标（本课时的教学目标确定为以下三点：）1）知识目标：学习掌握一些日常活动的词汇表达，并学会描述过去正在发生的事情。
2）能力目标：听懂本课学习活动中的问题及回答，能在本课的任务型活动中进行简单地交流，能正确朗读本课的对话和句型，能写出本课的单词和句型。
3）情感目标：通过描述过去的某个时间点发生的事情，使同学们分享自己的经历，增进同学间的相互了解。
3 说教学重难点重点：本节课主要学习描述过去某个时间点正在发生的事情，要学会灵活运用What were you doing when the rainstorm came?难点：注意区分现在进行时和过去进行时，以及能够正确使用过去进行时的结构。
人教版七年级英语全英说课稿Unit 5 What were you doing when the rainstorm came
Unit 5 What were you doing when the rainstorm came?It’s my great pleasure to present my lesson plan here. The lesson I’m going to talk about is unit 5 What were you doing when the rainstorm came? I’ll interpret my lesson plan from the following aspects:Firstly, I’d like to analyze the teaching material and learners.This lesson is chosen from the section A of unit 5, Book 8B, PEP Junior English. The topic of this unit is unforgettable events. The main task for ss is to talk about past events. Even though ss have learned the simple past tense, they may still feel hard to talk about past events by using the past progressive tense. Thus, enough practice will be organized to help ss learn the new words, expressions and sentence structures.Based on the analysis above and the new curriculum standard, I set the following teaching aims: 1.Knowledge aim. After the class, ss will understand the function of the past progressive tense and the basic meaning of new vocabulary and the sentence structures, such as alarm, go off, heavily, began, What were you doing when the rainstorm came?2.Ability aim. By the end of the lesson, ss will be better able to talk past events by using the target language.3.Emotional aim. During the class, ss’interest in learning English will be increased by talking about unforgettable events.Next, let’s move on to the key point and difficult point.The key point is to talk past events using the past progressive tense, such as what were you doing at the time of rainstorm?The difficult point is to understand the adverbial clause of time guided by when.To achieve the objectives above, I’ll adopt audio-lingual approach, communicative approach and situational teaching method. And ss will learn through cooperation, communication, discussion and imitation.Now, I’d like to describe the teaching procedure.Step 1 is leading in.At the beginning of the class, I’ll lead in the lesson like this:Hello, boys and girls. I have some beautiful photos to share with you. Now, let’s look at them together. This is a magical astronomical phenomenon, called meter shower. It happened at 8 last night. Did you see it? No, wow, it’s a pity. But it doesn’t matter. Many people were not lucky last night, such as my parents. There was a heavy rainstorm in their city last night.This activity can arouse ss’ interest and lead them to the topic naturally.Step 2 is Presentation.Based on the former activity, I’ll present pictures of my family members. In the pictures, they were doing different things. I’ll talk with ss about what my family members were doing when the rainstorm came. Thus, the past progressive tense will be learned here. 板书What was/were sb doing when/while/at the time of---.After talking about what my parents were doing at the time of rainstorm. I’ll lead ss to match the pictures with the corresponding statements in 1a to see where were the people when the rainstorm came.This activity is used help ss smooth the way for listening.So, next step is listening.ss will listen to a TV report about the rainstorm. While ss listen for the first time, they will circle what people were doing when the rainstorm came. During the second time, ss will read after the recording and check the answers. When they finish, I’ll check the answers by asking questions like “What was the first girl doing when the rainstorm came? What was the man doing at the time of the rainstorm?”Step 4 is speaking.Ss’ll work in pairs to talk about what the people were doing when the rainstorm came in the pictures. Now, ss’ve listened and talked about how to past events. So, I’ll lead ss to the next listening. Here, ss’ll learn to tell a past event.While they listen for the first time, they will find out why yesterday was a terrible day. I’ll encourage ss to guess the meaning of new words and phrases according to the context. As for the 2nd time, ss will number the pictures in time order. When they finish, I’ll explain the new words and phrases. Such as alarm, go off, began, heavily. During the 3rd time, ss will fill in some blanks to complete the story.In this step, ss’ve listened how the boy tell his terrible yesterday. So, next step is a role play.One st will act as a TV reporter. The other st will be the unlucky boy. They will make a conversation about his bad day.Now, let’s talk about the summary.I’ll invite ss to summarize what they have learned from this lesson and then we’ll make a summary together.As for the homework, ss will do a survey in groups of 4. One st will interview the other 3 ss about what they were doing when the meteor shower came last night.At last, I want to introduce my blackboard design.Unit 6 What were you doing when the rainstorm came?What was/were sb doing when/at the time of ----RainstormAlarmGo offBeganHeavily。
人教版八年级英语下册《Unit5 What were you doing when the rain
人教版八年级英语下册《Unit5 What were you doing when the rnstorm came》教学设计（第1课时）一. 教材分析人教版八年级英语下册《Unit5 What were you doing when the rnstorm came》主要讲述了过去进行时态的用法。
本课时将学习过去进行时态的构成和用法，以及如何用过去进行时态描述过去某个时刻正在进行的动作。
教材通过一个关于雨天发生的故事，引导学生理解和运用过去进行时态。
本课时为第一课时，主要完成课本内容的呈现、操练和巩固。
二. 学情分析八年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。
但对于过去进行时态的理解和运用还需加强。
学生在学习过程中容易与一般过去时混淆，因此需要通过大量的练习来巩固。
此外，学生对于描述过去事件的句子结构尚不熟悉，需要通过实例来引导和启发。
三. 教学目标1.能理解并运用过去进行时态描述过去某个时刻正在进行的动作。
2.能听懂、会说、会读本课时的核心词汇和句型。
3.能通过故事情节，提高阅读理解能力。
4.能运用过去进行时态编写简单的句子。
四. 教学重难点1.过去进行时态的构成和用法。
2.描述过去事件的句子结构。
3.过去进行时态与一般过去时的区别。
五. 教学方法采用任务型教学法、情境教学法和交际法进行教学。
通过设定情境，引导学生参与课堂活动，提高学生的听说读写能力。
在教学过程中，注重师生互动，鼓励学生分组合作，培养学生的团队精神。
六. 教学准备1.教材、课件和教学资源。
2.录音机、磁带或音频文件。
3.图片、卡片等教具。
4.黑板、粉笔。
七. 教学过程1.导入（5分钟）利用图片或场景，引导学生谈论雨天的经历，激发学生的兴趣。
提问学生：“Do you like rnstorms? Why?”，让学生用一般过去时回答。
2.呈现（10分钟）播放课文听力材料，让学生听懂故事情节。
之后，老师简要介绍故事情节，引导学生关注故事中的人物和动作。
初中英语《Unit 5 What were you doing when the rainstorm came(1)》优质教学设计、教案
《Unit 5 What were you doing when the rainstorm came？》教学设计第一课时活动一一、活动目标看谁能理解和领悟at the time of,rainstorm 等词语的基本含义；看谁能利用读音规则和音标读词汇，利用图片理解词义。
(达成教学目标1 中的1a 目标)看谁能运用以上词汇和Where were the people at the time of the rainstorm ?语言形式达成对话交流。
看谁能在活动中借助体态语用英语交流(达成教学目标3 中的目标)；二、活动程序、策略及评价1．创境（构建动场）：利用视频导入不同天气状况下人们正在做的事情，让学生复习已学过的现在进行时知识。
结合济南7.18 暴雨图片，教师引出I was reading when the rainstorm came.引导学生用一般过式思考问题。
教师继续提问：What were you doing when the rainstorm came? 引出过去时行时态: …was/ were doing…布置任务：pair work.2．感悟（自主学习）：第一步：看图片，讨论主题图；第二步：观察理解并体会目标句型的意义；3. 生成（交流探究）：小组间交流时态的构成和含义；师生之间简单概括归纳如何使用目标句型：…was / were doing…4、升华（综合建模）：自我评价活动目标1、3 的达成情况。
活动二1b一、活动目标看谁能听懂1b 的对话，获取“what”信息；能够利用预测、语调、重音、问题等来获取听力信息。
（达成目标2 中的1b 目标）二、活动程序、策略及评价1.创境（构建动场）：布置任务：Listen and circle the correct responses，然后自我评价。
2.感悟（自主学习）：听录音，完成选择。
3.生成（交流探究）：组内交流答案，教师出示答案，学生自我统计得分，填写评价量规。
说课稿Unit-5--What-were-you-doing-when-the-rainstorm-came
Unit 5 What were you doing when the rainstorm came?Section A(1a-1c)说课稿一、教材分析本课是新目标英语八年级下册第五单元第一课时内容，以“What were you doing when the rainstorm came?”为中心话题，让学生通过学习和运用过去进行时,准确地描述过去正在发生的事情。
这些内容都与我们的生活密切相关，能够轻松地激起学生学习英语的兴趣。
同时，师生、生生之间的交流方式，培养了学生的合作精神，促进了师生、生生之间的情谊，从而提高学生学习英语的积极性。
二、学情分析学生在七年级下册就学过现在进行时,并已经掌握了如何运用现在进行时来描述日常活动的技巧, 有了一定的知识基础，这些都有利于他们学习过去进行时。
本节课的话题紧贴学生生活，容易调动学生的积极性。
三、教学目标1.知识与技能a.掌握本课的词汇rainstorm 、when、report、pick up 、at that time、so many times.b.能用英语谈论过去某个时刻正在发生的事情，并能进行简单的对话和句子的仿写。
2、过程与方法通过听说训练，让学生能结合具体语言环境，正确理解并运用过去进行时来准确地表达过去某个时刻正在发生的事情。
3、情感态度与价值观a. 通过询问，来表达了解、关心别人，并增进同学之间的友谊。
b.让学生学会自我保护。
四、教学重点及难点教学重点:过去进行时态：“was / were + doing”结构；When 引导的时间状语从句。
教学难点:掌握由when引导的时间状语如何使用过去进行时。
为了突出重点，突破难点，我准备通过开展形式多样的活动，紧密结合现实，激发学生的学习热情，提高学生对英语的学习兴趣。
五、说教法、学法（一）教法1、尝试教学法针对教学内容，以及对学生学习情况的分析，我在教学中采用了尝试教学方法。
这样的教法既突出了教师的主导作用，又充分发挥了学生的主体性。
Unit 5What were you doing when the rainstorm came 说课稿(全英文)
说课稿Unit 5：What were you doing when the rainstorm came?范围：Section A 1a~2d 课型：听说课Good morning, ladies and gentlemen. I’m。
. I’m from 。
. I t’s my great honor to stand here to share my teaching ideas with you. Today I’m going to talk about the first period from 1a to 2d in unit 5 “What were you doing when the rainstorm came”. There are 6 parts: part 1, Analysis of teaching material; part 2, Analysis of students;part 3, Teaching methodologies; part 4, Learning methodologies; part 5, Teaching procedures; part 6, Blackboard design. Here are the details:Part One ：Analysis of teaching material1 .Status And FunctionThis lesson is from the first period (1a-2d) in unit 5 in the second volume of Grade 8. The topic is ‘Unforgettable Events’. By studying, students can describe what was happening in the past with the past progressive tense. However, the events come from our life. So they can arouse students’ interest in learning English easily, thus improving their enthusiasm in learning English. It’s also a good chance to educate students to face the hard times bravely never giving up.2.Teaching AimsKnowledge Object:In this lesson, according to words teaching and some practices, make students master the usage of the past progressive tense.Ability Object:In this lesson, according to dialog, listening and other practices, make students describe what’s happening in the past.Moral Object :From this lesson, students should learn to face the hard times bravely and positively never giving up.3. Teaching Keys and DifficultiesAccording to the teaching aims, the key point is how to master the usage of the past progressive tense. And the difficult point is how to describe what’s happening in the past with the past progressive tense.Part Two: Analysis of studentsStudents have learnt the present progressive tense in the second volume of Grade 7 and have mastered how to use the present progressive tense to describe what’s happening now. They have accumulated some language knowledge, which can help them learn the past progressive tense more easily and better. In addition, the topic of this lesson comesfrom our lives, which is easy to arouse students’ enthusiasm in learning English.Part Three: Teaching methodologiesIn the lesson, I’ll use a tape recorder and a projector, because they can arouse students interest and help students learn better. In accordance with these, I’ll use“audio-lingual method”,“task-based teaching method”, “inductive method”, and “catechism”to make students take part in activities actively.Part Four: Learning methodologiesIn order to help students study better and develop their abilities of describing what’s happening in the past, I will guide them some learning methods such as“Role play”, “pair work”and “exercise method” to stimulate their thirst for knowledge.Part Five: Teaching ProceduresStep1 Greet the class .Maybe some teachers think that’s not important. But in fact, it has a great role in a lesson. Anyway, I always insist on the detail step. It makes me know that I must have full passion in this lesson and it also can make students know that the lesson begins. This is a good habit.Step 2 Lead-inIn order to attract students’attention, I’ll show some students’pictures photographed during the sports meeting. Next, according to catechism, review the present progressive tense. It can pave the way for learning the past progressive tense. Then change the time for each sentence and guide students to conclude the structure of the past progressive tense.Step 3 PresentationBy inductive method, I’ll present the structure of the past progressive tense----was/were+Ving…and make a list of the time marker words.Step 4 Practice：In order to make students learn to the usage of the past progressive tense and describe what’s happening in the past, I’ll guide them to have some practices.Practice A: Pair WorkIn order to make students master the usage of the past progressive tense well and develop their communicative skill, I’ll ask them to practice the conversation according to some pictures in pair work. Take the conversation in 1c as an example.Practice B: ListeningAfter students have learned the usage of the past progressive tense, I’ll play the recorder. This is not only useful to consolidate the languageknowledge but also can train students listening ability. Of course, in order to decrease the difficulty of listening, I’ll teach them the new words and analyze pictures in 2a with students. This can improve students’confidence for English.Practice C：Free TalkIn order to train students the ability of describing what’s happening in the past, make students have a free talk. 5 minutes for preparation. According to their reports, guide them to pay some attentions on some language.Step 5 ProductionIn order to make students really master this lesson and improve their learning interest, I’ll ask them to show the role-play the conversation in 2d. And praise the best group and encourage the other groups. At the same time, I’ll tell a story about one person who faced the hard time bravely and positively to educate students to never give up when they face the difficult time.Step 6 SummaryLook at Chinese in the projector and ask students to say out these important English phrases and write down the structure of the past progressive tense and the time marker words.Step 7 HomeworkTell your partner a story about you with the past progressive tense.Part 6 Blackboard designUnit5: What were you doing when the rainstorm came?Section A 1a-2d。