八年级下册英语教学设计如何高效展开？

八年级下册英语教学设计方案（单元主题示例）

单元基本信息

• 教材版本: 人教版 Go for it!
• 单元主题: What were you doing when the rainstorm came? (你当暴风雨来的时候正在做什么？)
• 单元话题: 谈论过去某个时间点正在进行的动作，即“过去进行时”(Past Continuous Tense)。
• 适用年级: 八年级下册
• 课时安排: 本单元计划用6个课时完成，本教学设计重点阐述第1课时（听说课）和第2课时（语法课）。

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教学目标

根据《英语课程标准》的要求,从以下三个维度设定本单元的教学目标：

语言知识与技能

• 词汇: 能听、说、读、写并运用以下核心词汇：rainstorm, suddenly, alarm, begin, heavily, suddenly, pick up, strange, time, area, reporter, news, event, date, alive等。
• 句型:
  • — 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.
• 语法: 熟练掌握并运用过去进行时的肯定句、否定句和疑问句。
  • 肯定句: S + was/were + V-ing.
  • 否定句: S + wasn't/weren't + V-ing.
  • 一般疑问句: Was/Were + S + V-ing?
  • 特殊疑问句: What + was/were + S + V-ing?
• 听: 能听懂关于过去某个时间点正在发生的事情的简短对话和独白。
• 说: 能运用过去进行时询问和描述过去某个特定时间点自己或他人正在进行的动作。
• 读: 能读懂关于过去事件的简单故事或新闻报道,并获取关键信息。
• 写: 能运用过去进行时写3-5个句子,描述自己或家人在过去某个时间点正在做的事情。

学习策略与思维品质

• 合作学习: 通过结对活动和小组讨论，学会与他人合作,共同完成任务。
• 情境学习: 创设真实或半真实的语言情境，引导学生在情境中感知、理解和运用语言。
• 归纳总结: 引导学生通过观察例句，自主发现并归纳过去进行时的构成和用法,培养逻辑思维和归纳能力。
• 批判性思维: 在阅读和讨论中,引导学生思考事件发生时的背景和感受。

情感态度与文化意识

• 情感态度: 培养学生在困难面前保持冷静、互相帮助的积极品质，通过分享个人经历,增进同学间的了解和友谊。
• 文化意识: 了解中西方在谈论过去事件时,时间和背景信息的重要性。

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教学重难点

• 教学重点:

  1. 掌握过去进行时的基本结构和用法。
  2. 能在真实情境中熟练运用“What were you doing...?”句型进行交流。

• 教学难点:

  
  （图片来源网络，侵删）
  1. 区分并正确使用一般过去时和过去进行时。
  2. 理解并掌握过去进行时常与表示过去特定时间点的状语（如 at 8:00 last night, when the rainstorm came）连用。

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教学准备

• 教师: 多媒体课件、单词卡片、音频/视频材料（关于暴风雨的新闻片段或电影片段）、计时器。
• 学生: 英语课本、练习本、笔。

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教学过程设计

第一课时：听说课

Step 1: Warm-up & Lead-in (热身与导入) (5分钟)

1. Greetings: 师生问好。
2. Daily Talk: 教师提问："What time is it now? What are you doing now?" 引导学生回答 "It's ... o'clock. We are having an English class."
3. Lead-in: 教师展示一张暴风雨的图片或播放一段10秒的暴风雨音效/视频，提问："What's the weather like? What do you think of a rainstorm?" 引导学生说出相关词汇，如 windy, rainy, loud, scary，然后自然地引出本单元标题："Today, we are going to talk about a rainstorm. Let's see what people were doing when the rainstorm came."

Step 2: Pre-listening (听前活动) (7分钟)

1. Vocabulary Presentation: 利用PPT呈现本课核心词汇，如 rainstorm, suddenly, alarm，通过图片、动作或情景解释词义,并带读。
2. Predict: 展示课本上的插图（P25, 1a），让学生观察图片内容，预测图中的人物在暴风雨来时正在做什么，鼓励学生用英语说出他们的猜测，如 "I think the girl was doing her homework." "Maybe the boy was waiting for the bus."

Step 3: While-listening (听中活动) (15分钟)

1. First Listening (泛听): 播放录音（1b），让学生听一遍，完成课本上的匹配任务,核对答案。
2. Second Listening (精听): 再次播放录音，这次让学生重点关注问题的答案："What were they doing when the rainstorm came?" 播放后,让学生结对子讨论并核对答案。
3. Third Listening (跟读模仿): 播放录音，让学生跟读，模仿语音语调,注意句子的重音和停顿。

Step 4: Post-listening & Practice (听后活动与练习) (10分钟)

1. Pair Work (结对练习): 学生两人一组，模仿1c的对话，使用图片中的信息进行练习。
   • A: What was the girl doing when the rainstorm came?
   • B: She was doing her homework.
2. Group Work (小组活动): "Find someone who..." 教师在PPT上展示表格，表格内是不同的过去时间点（如 at 7:00 p.m. yesterday, when the teacher came in），学生在教室内走动，用 "What were you doing at...?" 询问至少3位同学，并记录下他们的回答。
   • Name | What were you doing at 7:00 p.m. yesterday?
   • Li Ming | He was watching TV.

Step 5: Summary & Homework (总结与作业) (3分钟)

1. Summary: 教师引导学生回顾本节课所学内容：我们学习了如何用过去进行时来描述过去某个时间点正在发生的事情，核心句型是 "What were you doing...?"。
2. Homework:
   • 基础: 背诵本课单词,并抄写核心句型5遍。
   • 拓展: 采访你的家人（父母或祖父母），“What were you doing at this time yesterday?” 或 "What were you doing when you heard the news of [a recent event]?"，并记录下来,下节课分享。

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第二课时：语法课

Step 1: Revision & Lead-in (复习与导入) (5分钟)

1. Check Homework: 快速检查上节课的采访作业，邀请2-3名学生分享他们采访到的内容。
2. Grammar Presentation: 教师在黑板上写下学生分享的句子：
   • My father was reading a newspaper at 9:00 last night.
   • My mother was cooking dinner when I called her.
   • I was sleeping at this time yesterday. 提问学生："What do these sentences have in common? What can you find about the verbs?" 引导学生观察并发现动词都以 -ing

Step 2: Grammar Focus (语法聚焦) (15分钟)

1. Form (形式):
   • 教师引导学生总结过去进行时的构成：was/were + doing。
   • 通过对比 I am a student. ( 和 I was a student last year. (过去)，引出 was/were 的用法：I/He/She/It + was; You/We/They + were。
   • 在PPT上清晰展示肯定句、否定句和疑问句的表格结构。

Tense	Affirmative	Negative	Interrogative
Past Continuous	I was working.	I wasn't working.	Was I working?
	He/She/It was working.	He/She/It wasn't working.	Was he/she/it working?
	You/We/They were working.	You/We/They weren't working.	Were you/we/they working?

2. Usage (用法):
   • 用法1：表示过去某个特定时间点正在进行的动作。 强调动作的“持续性”和“未完成性”。
     • 例句：I was studying at 10:00 last night. (昨晚10点，我正在学习。)
     • 对比：I studied last night. (昨晚我学习了。——只说明事实，不强调具体时间点。)
   • 用法2：表示过去某时另一动作正在进行（作为背景）。 常与 when, while 连用。
     • 例句：The phone rang when I was taking a shower. (我正在洗澡的时候，电话响了。)

Step 3: Controlled Practice ( controlled 练习) (10分钟)

1. Fill in the blanks: PPT展示句子，让学生用所给动词的适当形式填空。
   • I __ (do) my homework at 8:00 last night.
   • They __ (have) a party when the teacher came in.
   • __ he __ (sleep) at 11:00 p.m.?
2. Sentence Transformation: 句型转换。
   • She was reading a book. (改为否定句)
   • Were they playing basketball? (作肯定回答)
   • He was watching TV. (对划线部分提问)

Step 4: Freer Practice & Production (自由运用与产出) (10分钟)

1. Story Chain (故事接龙): 学生分成4-5人一组，第一位学生说一个过去时间点，如 "I was walking in the park yesterday." 第二位学生用 "when" 接下去，如 "...when I saw a dog." 第三位继续 "...and the dog was barking loudly." 以此类推，看哪个小组的故事最完整、有趣。
2. Write a short paragraph: 给出一个情境，如 "Last Saturday afternoon..."，要求学生用3-5个运用了过去进行时的句子写一段话，描述自己或家人当时正在做的事情,然后邀请几位学生朗读他们的作品。

Step 5: Summary & Homework (总结与作业) (5分钟)

1. Summary: 教师带领学生一起回顾本节课的语法要点，强调过去进行时的“过去”和“进行”两个核心特征,并与一般过去时进行简单区分。
2. Homework:
   • 基础: 完成练习册上关于过去进行时的练习题。
   • 能力: 写一篇题为 "My Unforgettable Day" 的短文（60-80词）,要求至少使用5个过去进行时的句子来描述那一天某个时间段里你和家人正在做的事情。

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板书设计

一个清晰、有条理的板书能帮助学生构建知识框架。

Unit 5 What were you doing when the rainstorm came?
New Words: rainstorm, suddenly, alarm, heavily, ...
Key Sentences: — What were you doing at 8:00 last night? — I was doing my homework. — What was he doing when the rainstorm came? — He was reading in the library.
Grammar: Past Continuous Tense (过去进行时) Form (形式): was/were + V-ing Usage (用法): a. At 8:00 last night, I was sleeping. (过去某个时间点) b. I was cooking when he called me. (过去某时另一动作)
Contrast: Past Continuous: I was reading. (动作正在进行) Simple Past: I read a book. (动作已完成)

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教学反思

本教学设计遵循了“情境导入-新知呈现-机械练习-意义操练-综合运用”的语言教学规律。

• 成功之处: 通过图片、音视频等多种方式创设情境，能有效激发学生兴趣，结对和小组活动形式多样，保证了学生有充足的口语输出机会，语法讲解注重对比和归纳,有助于学生理解。
• 待改进之处: 在实际操作中，需要密切关注所有学生的参与度，特别是内向的学生，对于“故事接龙”等开放性活动，可能需要提供更多的词汇和句型支持，以降低难度，在语法对比环节，可以设计更具趣味性的练习，如小故事填空,让学生在语境中体会时态差异。
• 分层教学: 对于学有余力的学生，可以鼓励他们在写作中使用更复杂的从句；对于基础薄弱的学生，应确保他们能熟练掌握核心句型和基本结构,多给予鼓励和个别辅导。