《Go for it 》八年级英语(下册)Unit 3课例

《Go for it 》八年级英语（下册）Unit 3

第一课时课例分析（Section A 1a—1c）

南山中学雷梨英

一、教材分析

本节课是新目标英语八年级下册第三单元第一课时，内容是谈论过去进行时的用法。围绕what were you doing when the UFO arrived,这一主题展开各种教学活动，让学生能在“做中学”。用英语叙述过去正在发生的事情。

2.教学重点过去进行时的用法。

3.教学难点when 各while引导的时间状语从句在过去进行时中的用法。

二、教学目标：

根据课程标准和本课的内容及其教材所处的地位，结合初中学生的实际情况，我制定以下教学目标：

1.知识目标：

Key vocabulary： bathroom、bedroom、kitchen、UFO、alien、 barber’s chair. cutting hair、climbing 、jumping、land 、get out of 、take off、 in front of .

Key sentences： When were you doing when the UFO arrived?

I was sitting in the barber’s chair.

The barber was cutting my hair.

2.能力目标：培养学生的听、说、读、写的能力，并根据本课时的图片，学会用逻辑的顺序讲故事。

3.情感目标：培养学生学习英语的积极性和兴趣，引导学生热爱自然科学和社会科学，并通过本课时的学习，学会做人的道理。

4.学习策略目标：利用图片进行情景思维，让学生进行角色扮演，学习积极参与班级活动和小组合作。

三、教学重、难点：

重点：掌握过去进行时

难点：以when和while引导的时间状语从句。

四、设计理念：

本节课我从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式以及多样的教学途径，充分激发学生强烈的学习愿望，使学生获得最基本的英语听说能力，发展学生的综合语言运用能力。并在注重学生知识能力发展的同时，特别强调学生人格的发展和思维的发展。

五．教学手段：利用多媒体、录音机辅助课堂教学。

六、教学方法：1.任务型教学法 2.情景教学法 3.交际教学法

七、预习目标：

A知识与技能目标

a. 能够认读单词，明确单词的意思：

bathroom, bedroom, kitchen, UFO, alien, barber's chair cutting hair, climbing, jumping land, get out of, take off, in front of scared

b. 掌握以when引导的时间状语从句；重点句型：What were you doing when ...?

I was doing sth. when ...用正确的方式描述课本中的图片。

B能力目标

提高学生听、说、读、写综合运用知识的能力。

C情感态度与价值观

发挥学生的潜能，回忆过去美好的时光，调动学生的积极性。

八、预习重点和难点：

重点：以when为引导的时间状语从句

难点：过去进行时与现在进行时的对比区别

预习策略：以学生自学为主。

课时安排：第一课时 Section A 1a-1c

九、预习过程：

A、预习单词

1)借助音标，试读单词，圈出不会的单词；

bathroom, bedroom, kitchen, UFO, alien, barber's chair cutting hair, climbing, jumping land, get out of, take off, in front of scared

以小组为单位讨论圈出的不会的单词，互相帮扶学会读音。

2）听单词录音，进行单圈出不会的单词词正音，小组长播放录音，学生跟读，难词分析音节。

3)跟读单词，实践读音；

4)反复朗读单词，达到见词能读，听音写词。

Ex1：快速读出并说出汉语：

bathroom, bedroom, kitchen, UFO, alien, barber's chair cutting hair, climbing, jumping land, get out of, take off, in front of scared

B、明确目标

1、引导学生自读下列句子

What were you doing when the UFO arrived?

I was sitting in the barber's chair.

The barber was cutting my hair.

While he was buying souvenirs,a girl called the police.

2、小组合作，通读整个单元，找出2-3个有关重点的句子。

3、展示交流：大声朗读这些句子。

C、突破难点

1.引导学生发现并理解重点、疑点、难点。

过去进行时表示过去某一时刻或者某段时间正在进行或发生的动作，常和表过去的时间状语连用，如：

I was doing my homework at this time yesterday.昨天的这个时候我正在做作业。

They were waiting for you yesterday.他们昨天一直在等你。

过去进行时的构成：

肯定形式：主语+was/were+V-ing

否定形式：主语+was not (wasn't)/were not (weren't)+V-ing

疑问形式：Was/Were+主语+V-ing。

基本用法：

过去进行时表示过去某一段时间或某一时刻正在进行的动作。常与之连用的时间状语有，at that time/moment, (at) this time yesterday (last night/Sunday/week...), at+点钟+yesterday (last night / Sunday...)，when sb. did sth等时间状语从句，如：

What were you doing at 7p.m. yesterday?昨天晚上七点你在干什么？

when后通常用表示暂短性动词，while后通常用表示持续性动词，因此它所引导的状语从句中，谓语动词常用进行时态，如：

When the car exploded I was walking past it.= While I was walking past the car it exploded.

2、情态动词表示"应该"、"必须"

（shall, should, may, might, must, ought to）

（1）shall 和 should 用于表示"必须"：

①. Each member shall wear a name card. (表示规定)

每一个会员必须配带名卡。

②. I should answer his letter as soon as possible. (表示应该)

我应该尽快给他回信。

③. You shouldn't judge a man always by the clothes. (shouldn't "不应该"含有劝告的意思)

你不应该总是以貌取人。

3、小组合作，查阅资料，问题整理，释疑解难。

目标检测：根据所给情况，用should 或shouldn't + 下列短语造句：go away for a few days go to bed so late look for another job put some pictures on the walls

take a photograph use her car so much

教学过程：

Step 1 Greeting

1. Exchange greetings with the Ss.

2. Duty report.

3. Enjoy the song Are you sleeping?

设计意图:热情地与学生打招呼以拉近与学生之间的距离，英文歌曲<<你在睡觉吗？>>营造宽松的学习环境,同时也为新课教学做好铺垫。而值日生每天的值日报告可以锻炼学生的胆量和口语。

Step 2 Revision

1. Show four pictures on the screen

B: She was in front of the library.

A: What was she doing when the UFO arrived?

B: She was standing in front of the library.

2．Ask some pairs to act it out in front of the class according to the pictures in 1a.

设计意图：再次通过1a 的图片操练本节课的重点句型，使学生都熟练掌握。

Step 6 A Memory Competition

The competition is like this:

1. show ten animation pictures on the screen. As soon as one picture with

corresponding time appears, it disappears very quickly (about several seconds). 2. The whole class is divided into four teams. If one student knows the answer, he

must stand up quickly before the second one stands up. If he gives the answer

correctly, then his team can get one score.

设计意图：通过1a的图片操练后,学生可能很累很烦了，为更好地活跃课堂气氛激发他们的学习兴趣，来个比赛复习句型，效果更好。但务必要求学生说出整个句型。

Step 7 Role play.(policeman and suspect)

Design an imaginary situation: A bike was stolen in the park at 11:00 last Sunday.

A policeman is making a survey of this accident among you.

P: Where were you at 11:00 last Sunday?

A: I was at home (…)

P: What were you doing there?

A: I was…

1. I ask several students to make a model dialogue with me.

2. Students role play in groups of four.

3. Choose one student in each team as a policeman. They make a survey in their

team. They should write down their survey results.

These policemen ask: Where were you at 11:00 last Sunday? What were you doing there?

Then ask these policemen to report their survey results to the class.

The report may be like this: A was at… at 11:00 last Sunday. He was chatting with his friend. B was at…

设计意图: 我把4a和4b整合到这一环节。让学生做警察和嫌疑犯的游戏。这个活动风趣幽默，让学生把所学的知识用于现实生活中来，可以给枯燥的语言学习以丰富的内涵，模拟生活情景表演，体现了英语学习的时效性。在审讯过程中再一次复习了重点句型。

Step 9 Sum up

学法和教学方法

新制定的英语课程标准把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依新课改的精神，我从以下几个方面对学生进行学法指导。

1 、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感观进行听说读写训练。

2 、学习积极性的调动

3 、学习能力的培养

4 、学习策略的指导

板书设计

五、教学反思

（一）教学特色和成功的方面：

１、采用课前预习、小组讨论让学生对新的知识点有所了解，提高了学生的求知欲。

2 、采用了任务性教学法，

３、以歌曲的形式引入新课，既激发了学生学习的兴趣，又让学生学习了语言知识。

4 、充分发挥了小组活动的作用，体现了教师的主导作用和学生的主体地位。（二）不足之处：有个别学生没有完成任务。原因：有些学生懒惰，加上基础较差，学习欠自觉；我在组织教学时，考虑欠周到，没有料到有些学生会不够自觉。改进措施：用评价去激励和监督学生的学习。充分发挥小组长的作用，安排每个学习小组长结束后要对组员进行检查，对每个学生的课堂学习进行评价。老师表扬完成了任务的学生。

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