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所屬欄目：初中英語優質課視頻
視頻課題：人教八下Unit5 What were you doing when the rainstorm came石家莊
教學設計、課堂實錄及教案：人教八下Unit 5 What were you doing when the rainstorm came石家莊第二外國語學校
八年級“四自主·四環節”課堂教學設計
日期 2017.6.24 學科 英語 課型
語法課
課時
1
課題
人教八下Unit 5 What were you doing when the rainstorm came?
教學目標
在具體的語言情境中理解并運用：when， while及過去進行時； 理解過去進行時和一般過去時的區別；
1. 知識與能力：
通過對話交流、視聽材料的描述及情景看圖作文，理解并使用when、while描述一個動作發生時，另一個動作正在發生；同時通過相應語法練習，比較分析延續性動詞和非延續性動詞的區別。目標語言：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. 思維與情感：
通過4a圖表造句，引導學生自主觀察、自主發現、自主對比分析，繼而小組總結歸納，培養學生自主發現問題解決問題的能力；同時，通過描述視頻中的情景、情景寫作及自身故事的講述，引導學生助人、感恩、珍惜當下的價值觀，整堂課貫穿思辨與創新的參與。 教學 重點 使用when, while ，運用一般過去進行時，描述過去的情景。
教學 難點 理解短暫性動詞和延續性動詞的區別；理解并準確使用一般過去時和過去進行時。
項目 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(過去進行時).
項目 設置 意圖
看圖寫作，讓寫作和語法學習在具體有效的情景中發生。
教學過程（項目實施——交流展示——評價激勵）
教師活動
學生活動
【課前項目準備】
將grammar focus改編過去進行時成語法挖空練習。引導學生自主學習并發現：過去進行時的基本用法（含義、標志詞、結構）。
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改編后的過去進行時成語法挖空練習。 自主學習并發現：
過去進行時的含義_______________________; 基本結構：_____________________________; 畫出下面句子中的時間標志詞：
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…
(設計意圖：引入情景，通過討論學生自己周五晚上
具體時刻的活動以及大膽猜想老師及家庭的瞬間情景，引入目標句型，在具體情景中理解、嘗試使用目標語言。)
II. Grammar focus:
1. Check the answer of the grammar exercises. 2. Ask students in pairs to discuss and find out: 基本含義:
結構： be doing 時間標志詞: at 8:00 last night:
at the time of …
at this time yesterday；
at that moment
when 從句中的主句
the whole morning while后的從句
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:
基本含義（板書圖示如右圖）、 結構、時間標志詞
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”.
(設計意圖：本環節呈現了主要部分，通過補全小對話觀察過去進行時的具體結構、標志詞、理解含義；通過看圖片寫句子，套用句式，感知when、while的大致用法；進而通過句式重組，觀察、比較，具體理解含義、思考具體語法要求，小組探究、老師針對性的提問得出具體準確的語法顧慮，總體遵循了語法學習由現象到規律、先體會語用再學習語法知識的過程。)
III. Practice
1. Play a short clip and describe what people were doing on the street, using when, while structure.
(視頻說明： 本視頻是網絡流行的令人溫暖的世界杯宣傳片 one day， 主題是助人；其中連續的描述了多個人在做不通事情時，受人人幫助，并即刻幫助別人的故事，與本節語法非常契合。)
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.
(設計意圖：此環節是繼單句練習之后的語篇輸出部分。語言學習要遵循整進整出的規律；語篇是語法和語意、語言與思維的載體。而積極的、有趣的情景設計則讓語篇寫作更有操作性，讓語法學習立體而生動。本環節真因此而設計，圖片均為合成；故意增加了一些細節，如：眼鏡。)
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.
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