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人教新目标八年级英语下册Unit5
What were you doing when the rainstorm came? Section B (2a-2e）教学设计
一、教学目标 1.知识目标： Words and Phrases:
passage,pupil,completely,shocked,silence,recently,terrorist,date,tower,truth in silence, take down, at first Sentences:
1.People often remember what they were doing when they heard the news of important events in history.
2.My parents did not talk after that, and we finished the rest of our dinner in silence.
3. More recently,most Americans remember what they were doing when the World Trade Center in New York was taken down by terrorists. 2. 能力目标：
（1）通过文章标题和插图等获取文章的主旨大意，训练学生快速阅读的技巧。 （2）训练学生运用扫读，快速获取相关信息的能力。
（3）学会谈论当重大事件发生的时候正在进行的动作，也就是过去进行时的运用。 （4）能简单复述文章。 3. 情感目标：
（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 （3）通过学习，学会珍藏记忆，珍惜生活。 二、教学重点： 1.过去进行时的用法。
2.本节课所学单词、短语和句子。 3.利用过去进行时谈论发生的事情。 三、教学难点：
1.本节课所学单词、短语和句子。
2.学会谈论当重大事件发生的时候正在进行的动作，也就是过去进行时的运用。 四、Teaching steps（教学步骤） Step1. 热身活动 Free talk:
---What were you doing at8:00 last night?
----I was doing my homework.
老师问三四名学生，然后问What was he/ she doing? 转换到第三人称。 设计意图：复习过去进行时，同时练习听说。 Step2. Lead-in（导入：读前）
A. 大屏幕展示马丁路德金的视频，直接导入。 1. T：Do you know this man? S1: No.
S2: Yes. Martin Luther King.
T: Yes, very good. Let’s read a short introduction about him.
2. 给出马丁.路德.金的简单介绍. B. 大屏幕展示飞机撞击世贸大厦的视频
T：Do you know this famous building? S1: No.
T: It’s WTC, World Trade Center.
设计意图：快速地把学生引入将学的知识中。 Step3. Reading Strategy: Skimming（略读）
(1) Reading the Title and the First Sentences (Work on 2a)
T: One of the reading skills is to read the title of the passage – this helps you understand the text. It is also a good idea to read the first sentence of each paragraph before you read the whole text. （2）The first reading (Work on 2b)
T: Read the whole passage quickly and find the answers to the two questions. 1.What are the two events in the passage? 2.When did they happen?
学生开始快速阅读文章，老师可以在课室走动，一边监督学生阅读文章，一边给予相 应的指导。尤其是阅读技巧的指导。学生完成后，找学生回答问题。 （3）The second reading (Work on 2c)
T: Read the passage again and finish 2c. Read the statements and decide if they are true, false, or the
information is not given.
学生继续开始快速阅读文章，同理的，老师可以在课室走动，一边监督学生阅读文章，一边给予相应的指导。学生完成后，给出相应的答案。 （4）The third reading (Work on 2d)
T: Ok, after reading for two times, we have known the main idea of the passage Now, let’s read the third time and try to finish 2d.
学生再一次开始快速阅读文章，老师可以仍然需要在课室走动，一边监督学生阅读文章，一边给予相应的指导。学生完成后，在文章找出相关的答案。
设计意图：通过重复几遍地阅读文章，让学生对文章有个整体的了解，便于接下来的精读学习。 Step4. Intensive reading ( 精读 ) (The fourth reading) T: Let’s read the passage paragraph by paragraph. 对于相关知识点，在黑板上给出清楚的板书。
设计意图：精读能让学生对文章有更深层次的把握，便于接下来的复述练习。 Step5. Retelling（复述）
教师给出文章的简单叙述，抽掉一些空，方便学生的完成
T: Now complete this paragraph about the passage by filling in the correct words.
People often remember what they were doing when they heard the news of important events _____ ______. For American people, they remember what they were doing ____ April 4, 1968. On that day, Dr. Martin Luther King ______ _______. Robert Allen is now _____ 50, but he was a school pupil ____ _____ _____. He heard the news _____ _____ _____ when they were eating dinner. After that, they just finished dinner _____ _________. On ______________ 11, 2001, the World Trade Center____ ______ ______ by ___________. Kate Smith will never forget this event. She was ____ scared _____ she could hardly think clearly after that. 设计意图：复述文章能让学生进一步巩固学的文章。 Step6.Discuss and speak
T: Ok, now, let’s have a discussion. do you remember the important event in 2008? What? When? What were you doing?
(请两位同学当记者)
设计意图：复习文章中的重大事件，进一步加深对文章的掌握。 Step6. Homework
1.Do a survey
2.Make sentences with completely, shocked, in silence, take down, at first, truth, have a look 设计意图：通过练习巩固所学知识。
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2022-05-23
