八年级英语第三单元教案如何设计更高效？

八年级英语下册 Unit 3 教案设计

单元基本信息

• 课题: Unit 3 What were you doing when the rainstorm came?
• 教材版本: 人教版 Go for it! (八年级下册)
• 课时: 第1课时 (Section A 1a-2d)
• 课型: 新授课
• 授课对象: 八年级学生

教学目标

1. 知识与技能目标:

   • 核心词汇: 掌握并运用以下单词和短语：
     • rainstorm, alarm, begin, heavily, suddenly, pick up, strange, bought, put, move, loud, report, area, against, die down, asleep, fall asleep, rise, apart, shelter, miss, beat, against, rise, alive, destroy, in a mess, trap, brick, injure, destroy, shock
   • 核心句型: 熟练掌握并运用过去进行时的特殊疑问句和答语：
     • — What were you doing at 8:00 last night?
     • — I was doing my homework.
     • — What was he/she doing when the rainstorm came?
     • — He/She was reading in the library.
   • 能够听懂关于过去事件的简短对话,获取关键信息。
   • 能够运用所学词汇和句型就“过去某个时间点正在做什么”进行简单的对话和交流。

2. 过程与方法目标:

   
   （图片来源网络，侵删）
   • 通过情景创设、图片展示等方式,引导学生在真实或模拟的语境中感知和理解过去进行时的用法。
   • 通过结对活动、小组讨论等形式，鼓励学生积极参与，合作探究,在实践中运用语言。
   • 培养学生听、说、读、写的综合技能,特别是提取信息和口头表达的能力。

3. 情感态度与价值观目标:

   • 通过谈论天气和突发事件,增强学生的安全意识和自我保护意识。
   • 通过学习他人应对困难的故事，培养学生积极乐观、勇敢面对挑战的品质。
   • 鼓励学生在日常生活中乐于用英语交流,分享个人经历。

教学重难点

• 教学重点:

  1. 掌握过去进行时的构成：was/were + doing。
  2. 熟练运用句型 What were you doing...? 和 I was doing... 进行问答。

• 教学难点:

  1. 理解并区分一般过去时和过去进行时的用法。
  2. 在实际交际中正确、流畅地使用过去进行时描述过去特定时刻的动作。

教学准备

• 教师: 多媒体课件、单词卡片、录音机或多媒体播放器、与天气相关的图片或短视频。
• 学生: 课本、练习本、笔。

教学过程

教学环节	教师活动	学生活动	设计意图
Step 1: Warming-up & Lead-in (5 mins)	Greeting: Greet the students as usual. 2. Show a video/picture: Play a short video or show a picture of a heavy rainstorm or another extreme weather event (like a snowstorm or a sunny day). 3. Ask questions: "What's the weather like in the picture/video?" "How do you feel on such a day?" * "What do you usually do when it rains heavily?"	Greet the teacher. 2. Watch the video/look at the picture and answer the teacher's questions. "It's a rainstorm." / "It's sunny." "I feel scared." / "I feel happy." / "It's cool." * "I stay at home." / "I read a book."	通过视觉刺激，迅速将学生带入本单元主题“天气”的情境中，激发学习兴趣，并自然地引出谈论日常活动的话题。
Step 2: Presentation (15 mins)	Introduce new words: Use pictures or realia to teach the new words from 1a, such as alarm, rainstorm, suddenly. 2. Set the scene: "Look at the picture in 1a. What's the weather like? What is the boy doing?" Guide students to say "He is making dinner." / "He is sleeping." 3. Introduce the target language: Write on the blackboard: What were you doing at 8:00 last night? Explain the tense: "We use was/were + doing to talk about an action that was in progress at a specific time in the past. This is called the Past Continuous Tense." Give examples: I (was) watching TV at 8:00. He (was) doing his homework. She (was) reading a book. * We (were) having dinner. 4. Drill the structure: Ask students to ask and answer questions with their partners about what they were doing at different times last night (e.g., 7:00 PM, 9:00 PM).	Learn the new words and repeat after the teacher. 2. Observe the picture and describe the actions. 3. Listen to the teacher's explanation and take notes. Understand the concept of "Past Continuous Tense". 4. Practice the sentence structure with their partners. A: What were you doing at 7:00 last night? B: I was eating dinner.	为后续的听力活动扫清词汇障碍。 2. 通过图片创设具体语境，使语法学习不枯燥。 3. 清晰、直观地呈现本课的核心语法点——过去进行时，并进行初步的机械性操练，帮助学生掌握其基本形式。
Step 3: Listening Practice (10 mins)	Pre-listening: Ask students to look at the picture in 1b and predict what people were doing. 2. While-listening: Play the recording for 1b. Ask students to listen and check (√) the things they were doing in the picture. Play the recording again for 1c. Ask students to listen and fill in the blanks in the conversation. 3. Post-listening: Check the answers with the whole class. Ask students to read the conversation in pairs.	Look at the picture and make predictions. 2. Listen carefully and complete the tasks in 1b and 1c. 3. Check answers and read the dialogue in pairs to practice pronunciation and intonation.	通过分层听力任务（听大意 -> 听细节），训练学生捕捉关键信息的能力，并巩固所学的核心句型，结对朗读有助于学生内化语言。
Step 4: Pair Work & Practice (8 mins)	Demonstrate: Show an example with a student. T: What was he doing at the time of the rainstorm? S1: He was sleeping. 2. Ask students to work in pairs: Have students use the information from 1b to ask and answer questions like the example. 3. Monitor and help: Walk around the classroom, listen to students' conversations, and offer help when necessary.	Watch the teacher's demonstration. 2. Work in pairs, using the target language to ask and answer about the picture. A: What was she doing when the rainstorm came? B: She was making dinner.	提供充分的口语输出机会，让学生在真实的交际中运用目标语言，从“学”过渡到“用”，提升语言运用能力。
Step 5: Consolidation & Summary (5 mins)	Grammar Summary: Draw a simple timeline on the board. Contrast Past Continuous (an action in progress) with Simple Past (a completed action). I was cooking when the phone rang. (Cooking was in progress when the phone rang.) I cooked dinner yesterday. (The cooking is finished.) 2. Quick Review: Ask a few students to share what they were doing at different times yesterday (e.g., when school started, when they had lunch).	Listen and understand the difference between the two tenses. 2. Answer the teacher's questions, trying to use both tenses correctly.	帮助学生构建清晰的知识体系，解决本课的难点，通过即时的复习和反馈，检查学生的掌握情况，巩固学习效果。
Step 6: Homework Assignment (2 mins)	Recite the conversation in 1c. 2. Write five sentences about what you and your family were doing at 7:00 PM last night. Use the Past Continuous Tense. 3. Preview the reading passage in 2b.	Write down the homework.	作业设计旨在巩固课堂所学，并引导学生进行预习，为下一课时的学习做好铺垫。

板书设计

Unit 3 What were you doing when the rainstorm came?

Topic: Past Continuous Tense (过去进行时)

Structure (结构):     Positive: 主语 + was/were + doing (现在分词)     Negative: 主语 + wasn't/weren't + doing     Question: Was/Were + 主语 + doing? Usage (用法):     描述过去某个特定时间点正在发生的动作。     e.g., What were you doing at 8:00 last night? Contrast (对比):     Past Continuous: An action in progress (正在进行的动作)         I was cooking when he called.     Simple Past: A completed action (已完成的动作)         I cooked dinner yesterday.

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教学反思

本课时设计力求体现以学生为主体的教学理念，通过情景创设、任务驱动等方式，引导学生在“做中学、用中学”，教学重点突出，难点有相应的突破策略，但在实际操作中,需要注意以下几点：

1. 分层教学: 班级学生英语水平不一，在结对活动和小组讨论时，要关注“学困生”，可以为他们提供更简单的句型或词汇支持；同时也要鼓励“学优生”进行更丰富的表达。
2. 互动生成: 课堂是动态的，学生的回答可能会超出预设，教师应灵活处理，将学生的生成性资源转化为新的教学点,使课堂更具活力。
3. 文化渗透: 在谈论天气和突发事件时，可以适当补充一些相关的西方文化或安全知识，拓宽学生的国际视野,深化情感目标。
4. 时间控制: 听力部分的时间分配需要灵活掌握，确保学生有足够的时间听和理解,而不是为了赶进度而草草结束。