what were you doing when the rainstorm came 教案教學設計(新課標版英語八年級)
The Second Period： Section A （3a-3c）
Teaching aims（教學目標）：
1。掌握運用閱讀技巧skimming和scanning來獲取資訊；
2。 能夠理解過去進行時態在文章中的運用。
Key points （重點）：
1。 要求掌握以下句式：（1） What were you doing when the rainstorm came？
（2） Ben’s dad was putting pieces of wood over the windows while his
mom was making sure …2。要求掌握以下詞彙：
（1）動詞：report， beat， rise （v。 & n。）
（2）名詞：storm， wind， light， area， wood， window， flashlight， matches， candle
（3）副詞：apart
（4） 形容詞：asleep， serious， fallen， broken
（5） 介詞： against
（6） 片語：die down， fall asleep， break （sth。） apart， bring （sth。） closer together
（本節課的生詞在之前的學習中都已接觸過，而且單詞的拼寫比較簡單，所以學生學起來不會感到困難，如果班級學生的水平較高，可以鼓勵學生當堂掌握。
Difficulties（難點）： 理解文中過去進行時的運用。
Teaching steps（教學步驟）：
1。 Revision（複習）
T： Yesterday， we learnt some important phrases， let’s review them now！ Please translate the following expressions。
1。 在…時候 at the time of
2。 等公交 wait for the bus
3。 （鬧鐘）響 go off
4。 洗個熱水澡 take a hot shower
5。 錯過公交 miss the bus
6。 雨下得很大 rain heavily
7。 接電話 pick up / answer the call
8。 昨天很多人都遭遇了暴風雨。
Many people were caught in the rainstorm yesterday。
（先給出漢語，讓學生一起逐個翻譯，關注學生的反應速度及流利程度，把掌握沒到位的短語重新板書在黑板上，強調）
教學設計說明：
複習是為了鞏固上節課所學內容，以詞塊翻譯的形式，兼顧單詞的用法，又沒有句子那麼複雜，減輕學生畏難情緒，並有助於學生語感的形成。
2。 Lead-in（新課匯入）
T： In summer， there are always storms， right？ And the storms always bring us some problems 。 Look at the pictures on the screen。 What can you see？
S1： In the first picture， the wind is strong and the rain is heavy 。
T： So what is it？
S1： It is a storm。
T： Yes。 What happened to the trees？
S2： Some trees have fallen。
T： Yes。 The storm destroyed the trees。 And we can say “The storm damaged the trees。” or “The trees are damaged。” However， do you think the storm can be good for us？
（教師引入新課的同時，講解新詞 storm和destroy，並補充damage， 它既可以作動詞，也可以是名詞）
S3： I think the storm can … （讓學生自由發揮，老師和其他學生做出適當評價）
教學設計說明：
讀前準備，設定好合適的情境，引導學生往閱讀內容方面思考，為接下來的閱讀做好準備，並先理解一些重點單詞。
3。 The 1st reading
T： As the saying goes， “Every coin has two sides。” While the storms can cause lots of damage to the environment， the storm can be good for us。 Please read the passage on page 35 quickly to find out how a storm can be good for the people。 。
（第一次閱讀是skimming，這裡學生只要看文章標題，再快速看段落主旨句尤其是最後一段驗證即可，用時大概1分鐘；講解時得到答案的方法更重要；核對答案時可以叫2-3名同學分享他們的答案和依據。）
教學設計說明：
第一遍閱讀是略讀，快速閱讀來獲取文章主旨，這是理解文章的第一步。
4。 The 2nd reading
T： Now we have known the main idea of this passage。 Let’s move on to deal with two questions about the content of this passage。 Please look at 3a on page 35。 First， you have to understand the questions and remember the key words。 Then look for the answers from the passage。 Please underline the answers in the passage。
（指示要明確，尤其是做題的方法：先看題，再去文中找答案，回答問題表達要正確。）
T： Are you finished？
S： Yes。
T： OK。 Let’s check the answers now。 No。1， who would like to have a try？ What was the weather like before the heavy rain started？
S1： The strong winds were blowing outside。
T： Is this the correct answer？
S2： Yes。 But it is not complete。 And black clouds were making the sky very dark。
T： Yes。 Very good！ There are two points。 You have to pay more attention。 But where did you find the answer？
Ss： The 1st and 2nd sentences of the 1st paragraph。
T： You are right！ Please look at the screen。 Have you got it？
（以超連結的形式展示答案在文中的位置）
Ss： Yes！
T： Good！ Now No。 2。 What was the neighborhood like after the storm？ Who can give us the answer？
S3： The neighborhood was in a mess and fallen trees， broken windows and rubbish were everywhere。
T： Bingo！ That’s right！ There are also two points。 Where did you find the answer？
Ss： The last paragraph。
T： Yeah！ Look at the screen please。 Let’s read the two sentences together。
（在PPT上以超連結的形式展示答案在文中位置）
教學設計說明：
透過閱讀獲取資訊回答問題後，理解文章要點，進一步理解文章。在原文做標記找答案的閱讀習慣養成。透過超連結的方式展示問題答案在原文中的位置，給中下層次的學生便利，提高課堂效率。
5。 The 3rd reading
T： OK， now let’s move to some details of the passage。 Please look at 3b。 You have to read the passage again and complete the sentences。
T： OK， time to stop！ Please check your answers in your group in two minutes。
（4人學習小組組內成員互相核對答案）
T： Time is up。 Let’s read out the four sentences and check the answers together。 If your answer is not right， please correct it。
（以超連結的形式展示每個答案在原文中的位置，並逐段講解）
教學設計說明：
任務中的4個句子正好每個段落一句，在展示答案所在段落時正好梳理講解該段知識點；以超連結的方式，明瞭易懂；知識點的逐個呈現，清楚且詳細，避免了一次性講解知識點的無聊。
6。 Learning useful expressions
T： Let’s read each paragraph more closely and learn some useful expressions。
7。 Post-reading
T： From the passage， we know that although the storm broke many things apart， it brought families and neighbors closer together。 And what other things can bring people closer together？
T： I will give you a sample first。 Look at the screen。 What is the picture about？
S： The Wenchuan earthquake。
T： Yes。 It was on May 12th 2008。 And at that time， people in China got together to fight against the earthquake。 So this shows that a natural disaster， such as an earthquake， can bring people together。
T： Now， let’s discuss in small groups。 What other natural disasters happened before which brought people together？
Ss： ……
（讓學生各抒己見）
T： Also， a big event， such as the Olympic Games， can bring people together。 Let’s discuss。
Have Ss discuss as a class or in small groups。 Have Ss express their opinions about big events。 Encourage them to say the reasons why big events can bring people together。
T： As you have just discussed， a big event or a disaster can bring people together。 So how can we help each other in times of difficulty？
T： Do you know the phrase “in times of difficulty”？
S： 在困難的時候。
T： Yes。 Now discuss with your partner how to help each other in times of difficulty。
First， you should share your ideas and reasons with your partner。 Then share them with the class。
（學生討論之後，讓2-3組的組長代表發言展示討論結果，最後給出參考ideas）
（1） cheer people up by saying some kind words to encourage them
（2） donate clothes， food， and other things to those who need help
（3） donate some money to those who lost their homes
（4） send some police officers and doctors to save the people in danger
………………
教學設計說明：
這是個小組合作討論的環節，既可以鍛鍊口語，也可以發散思維，深化文章內涵；學生之間透過討論分享，也可擴大自己的視野，向同伴學習。先給例子再讓學生討論，給其一個方向。
8。 Think
T： We have learnt the content and the language points of this passage。 Please think about it： What can we learn from this passage other the language structures？
（讓學生思考然後給出自己的想法；老師給出貼切文章內涵的參考答案）
（1） We should protect the environment。
（2） When a natural disaster happens， we human beings should work together to help each other and overcome the difficulties （3） We should remember that “each coin has two sides。” Natural disasters can cause lots of damage to the environment， but they can be good for us if people work hard together。。
教學設計說明：
透過對文章內容的思考，挖掘其內在的意義，這也是課堂三維目標“情感、態度和價值觀”的體現，掌握語言的基礎上，學得一定道理。
9。 Homework
1。 Memorize the language points in the passage；
2。 Try your best to recite the whole passage。
