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视频标签：What were yo,doing when,rainstorm ca
所属栏目：初中英语优质课视频
视频课题：人教八下Unit5 What were you doing when the rainstorm came石家庄
教学设计、课堂实录及教案：人教八下Unit 5 What were you doing when the rainstorm came石家庄第二外国语学校
八年级“四自主·四环节”课堂教学设计
日期 2017.6.24 学科 英语 课型
语法课
课时
1
课题
人教八下Unit 5 What were you doing when the rainstorm came?
教学目标
在具体的语言情境中理解并运用：when， while及过去进行时； 理解过去进行时和一般过去时的区别；
1. 知识与能力：
通过对话交流、视听材料的描述及情景看图作文，理解并使用when、while描述一个动作发生时，另一个动作正在发生；同时通过相应语法练习，比较分析延续性动词和非延续性动词的区别。目标语言：We were eating ice cream at McDonald's
while my husband was taking photos for us; We were eating ice cream at McDonald's when a fly joined us; Linda was sleeping, while Jenny was helping Mary with her homework. 2. 思维与情感：
通过4a图表造句，引导学生自主观察、自主发现、自主对比分析，继而小组总结归纳，培养学生自主发现问题解决问题的能力；同时，通过描述视频中的情景、情景写作及自身故事的讲述，引导学生助人、感恩、珍惜当下的价值观，整堂课贯穿思辨与创新的参与。 教学 重点 使用when, while ，运用一般过去进行时，描述过去的情景。
教学 难点 理解短暂性动词和延续性动词的区别；理解并准确使用一般过去时和过去进行时。
项目 及 要求 By the end of the class, students need to create a new story using “when and while” in the past progressive tense(过去进行时).
项目 设置 意图
看图写作，让写作和语法学习在具体有效的情景中发生。
教学过程（项目实施——交流展示——评价激励）
教师活动
学生活动
【课前项目准备】
将grammar focus改编过去进行时成语法挖空练习。引导学生自主学习并发现：过去进行时的基本用法（含义、标志词、结构）。
1.--What were you ______ at eight last night? -- I _____ _____(take) a shower?
2. --What ____ she doing at the time of rainstorm? -- She ____ ______ (do)her homework.
3. --What was he doing when the rainstorm ________ (come)?
-- He _____ _______ (read) in the library when the rainstorm came.
4. --What was Ben ________when it _______ to rain heavily?
-- When it began to rain, Ben ______ ______
【Before class】
完成grammar focus改编后的过去进行时成语法挖空练习。 自主学习并发现：
过去进行时的含义_______________________; 基本结构：_____________________________; 画出下面句子中的时间标志词：
1.--What were you ______ at eight last night? -- I _____ _____(take) a shower?
2. --What ____ she doing at the time of rainstorm? -- She ____ ______ (do)her homework.
3. --What was he doing when the rainstorm ________ (come)?
-- He _____ _______ (read) in the library when the rainstorm came.
4. --What was Ben ________when it _______ to rain
(help)his mom make dinner. 5. --What was Jenny doing while Linda ____ ______ (sleep) ? -- While Linda was sleeping, Jenny ______ _____ (help) Mary with math. 【 during the class 】 I. Lead-in & Presentation
1. Greeting 2. Pair work: Talk about what activities students were doing to relax at certain time 3. Report Friday night activity by using the target language: “I was hanging out at 9 p.m. while Tony was watching a movie” 4. Brainstorm and free talk by using the target language: Give a crazyguess about the teacher and her family:
“We were eating ice cream at McDonald's while … ” We were eating ice cream at McDonald's when…
(设计意图：引入情景，通过讨论学生自己周五晚上
具体时刻的活动以及大胆猜想老师及家庭的瞬间情景，引入目标句型，在具体情景中理解、尝试使用目标语言。)
II. Grammar focus:
1. Check the answer of the grammar exercises. 2. Ask students in pairs to discuss and find out: 基本含义:
结构： be doing 时间标志词: at 8:00 last night:
at the time of …
at this time yesterday；
at that moment
when 从句中的主句
the whole morning while后的从句
3. Grammar exercises :4b
Ask students to talk about John’ and Mary’s
heavily?
-- When it began to rain, Ben ______ ______ (help)his mom make dinner.
5. --What was Jenny doing while Linda ____ ______ (sleep) ?
-- While Linda was sleeping, Jenny ______ _____ (help) Mary with math
【during the class】
I. Lead-in and free talk
1. Greeting
2. Pair work: Talk about what activities students were doing
to relax at certain time.
“ -- Hi, Peter. what were you doing at 8:00 o’clock this Friday night ? -- I was hanging out with Nancy. How about you? -- I was watching a movie.
4. Report you and your partner’s activities like this:
“I was hanging out at 9 p.m. while Tony was watching a
movie” 5. Crazy guessing about Kaitlyn , the teacher and his
family, for example:
We were eating ice cream at McDonald's while my husband was taking photos for us; We were eating ice cream at McDonald's when a fly joined us;
II. Grammar focus:
1 Check the answer of the grammar exercises in groups 2 Discuss in pairs and find out:
基本含义（板书图示如右图）、 结构、时间标志词
3 Grammar exercises :4b Read the examples below the chart, make similar sentences to talk about John’ and Mary’ past activities individually; THEN, work in pairs and match differently to make more sentences.
activities individually, using “when” and “while” just as the examples do; THEN, work in pairs to match differently in order to do more practice.
4. Reorganize the sentences and ask students read,
discuss and find out how to use “when” and “while”, pay more attention on the marked verbs. 5. Give a grammar summary about “when” and
“while”.
(设计意图：本环节呈现了主要部分，通过补全小对话观察过去进行时的具体结构、标志词、理解含义；通过看图片写句子，套用句式，感知when、while的大致用法；进而通过句式重组，观察、比较，具体理解含义、思考具体语法要求，小组探究、老师针对性的提问得出具体准确的语法顾虑，总体遵循了语法学习由现象到规律、先体会语用再学习语法知识的过程。)
III. Practice
1. Play a short clip and describe what people were doing on the street, using when, while structure.
(视频说明： 本视频是网络流行的令人温暖的世界杯宣传片 one day， 主题是助人；其中连续的描述了多个人在做不通事情时，受人人帮助，并即刻帮助别人的故事，与本节语法非常契合。)
2. 4b: Guide the students to enjoy another story in the text book, read and understand it, then fill in with “was, were, when, while” as a feedback.
3.Picture writing:
4. Read the following two group of sentences , discuss and find out how to use “when” and “while”, pay more attention on the marked verbs.
III. Practice
1. Watch a short clip and describe what people were doing on the street.
2. Read and enjoy the nice sentences about the clip.
While the boy in green was skateboarding, he fell down. When he fell down, a worker was passing by and came to
help.
While an old lady was waiting to cross the road with a
heavy bag, the boy in green walked up and helped her to go across the road.
While the lady was walking on, she found another young
woman looking for some change and gave her a coin.
While a gentleman was walking, his wallet dropped out of
his pocket.
When the young woman saw the lost wallet, she picked it up and gave it to that gentleman.
While a young man was getting a heavy luggage out of his
car, a gentle man came to give him a hand.
3. Picture writing in groups, within 5 minutes, along with
music played during the process
Ask students to work in a group of four and write a story out of imagination, using “when” and “while” within 5 minutes. Later, one of four students read the story in class; Each story will be scored by the content and creativity.
(设计意图：此环节是继单句练习之后的语篇输出部分。语言学习要遵循整进整出的规律；语篇是语法和语意、语言与思维的载体。而积极的、有趣的情景设计则让语篇写作更有操作性，让语法学习立体而生动。本环节真因此而设计，图片均为合成；故意增加了一些细节，如：眼镜。)
IV. Homework: Let’s enjoy our own stories!
1. Enjoy the nice pictures about the important school activities and call back the exciting moment back.
视频来源：优质课网 www.youzhik.com
