初中英语_Whatwereyoudoingwhentherainstormcame教学设计学情分析教材分析课后反思.doc

PAGE 2 教学设计 Unit 5 What were you doing when the rainstorm came? Class Type Listening, reading and speaking Objectives To be able to talk about past events. To be able to tell a story. Key structure What were you doing when …? Difficulties How to talk about past events. Vocabulary Alarm, begin, heavily, suddenly, strange go off, pick up Period 1 Section A 1a~2d Procedure Lead-in Enjoy a song – Rainy Day. Step 1 Free talk Where were you doing when the rainstorm came? Step 2 Activity 1a. Where were the people at the time of the rainstorm? Match the statements with the people in the picture. Step 3 Pair works. Show Ss some pictures and ask them What people were doing yesterday at the time of the rainstorm. Step 4 Activity 1b. Listen to the TV report and circle the correct responses. Step 5 Activity 1c. Talk about what the people in 1a were doing at the time of the rainstorm. Step 6 Show some pictures to make sentences. Step 7 Activity 2a. Listen and number the pictures [1-5]. Step 8 Listen again. Fill in the blanks in the sentences in 2a. Step 9 Listen again and do true or false. Step 10 Activity 2c. Use the information in 2a to retell the story in a conversation between the boy and a TV reporter. Step 11 Activity 2d. Role-play the conversation. Step 12 Learn some new words. Step 13 Language points: explain the key words and phrases in section A-1. Step 14 More exercises about the language points. 学情分析 对于八年级的学生来说,部分学生已经有了一定的英语学习基础,掌握了一点英,美国家日常生活中的不同传统特点,但总体上来说,还比较少.夏季课程安排与学生的生活紧密相连,也是他们很感兴趣的话题,如有机会,他们也很想出国亲身体验一些英国/美国与中国不同的旅游胜地,风土人情和传统生活.基于现实生活,只能引导学生在课堂上发挥丰富的想象力,把课堂模拟成生活,置身于英语学习中,提高语言交际能力.但大部分学生对于西方国家的旅游胜地,风土人情和传统生活所知甚少,因而词汇量和信息量可能会偏大,加之学生英语成绩的分化比较严重,所以要求学生能课前认真做好预习,借助网络和书籍,了解中英/美传统生活的特点和差异,培养自学能力;教师在预设的任务中,注意引导学生在交际中动态生成,学生有话可说,乐于合作分享.这样就有利于他们更好的运用课本知识,达到提高综合运用语言能力的目的。 效果分析 教学设计符合教学内容实际，符合学生实际；脉络清晰。教学思路的设计有一定的独创性。通过不同活动达到对词汇、句型的掌握和使用。教师在课堂上教学训练的实效性强。课堂结构安排合理，由浅入深，符合认知规律。结构严谨、过渡自然，时间分配合理，密度适中。讲与练时间搭配比较合理。教