新目标英语八年级下册unit5集体备课教案1汇编

八年级英语(下)第5单元第1课时Unit 5 What were you doing when the rainstorm came?Section A 1a—2d一、【教材分析】二、【教学流程】三、【板书设计】四、【教后反思】八年级英语(下)第5单元第2课时Unit 5 What were you doing when the rainstorm came?Section A 3a—3c一、【教材分析】二、【教学流程】三、【板书设计】四、【教后反思】八年级英语(下)第5单元第3课时Unit 5 What were you doing when the rainstorm came?Section A Grammar Focus—4c一、【教材分析】二、【教学流程】三、【板书设计】四、【教后反思】八年级英语(下)第5单元第4课时Unit 5 What were you doing when the rainstorm came?Section B 1a—1d一、【教材分析】二、【教学流程】三、【板书设计】四、【教后反思】八年级英语(下)第5单元第5课时Unit 5 What were you doing when the rainstorm came?Section B 2a—2e一、【教材分析】二、【教学流程】三、【板书设计】四、【教后反思】八年级英语(下)第5单元第6课时Unit 5 What were you doing when the rainstorm came?3a—Self Check一、【教材分析】二、【教学流程】三、【板书设计】四、【教后反思】。

Unit 5 What were you doing when the rainstorm came?Period 4 Do you remember what you were doing?教学设计【学习目标】知识目标：能会读写并运用用本课时的生词pupil, completely , recently, date, true等。

能会读写并运用本课的重点短语in silence 等。

理解并会翻译课文的基本内容，翻译并识记重点语句。

能力目标：能谈论过去正在发生的动作。

学会读标题和段首第一句话的阅读策略。

体会并谈论历史事实，情感目标：通过和同学合作对话或讨论，学会与别人分享自己过去的经历。

了解历史事件的影响，珍爱生命，关心他人。

【学习重难点】阅读策略的学习和运用。

【预习检测】一、识记本课时单词1.章节，段落_________2.学生________3.彻底地________4.惊愕的________5.最近，不久前________6.恐怖分子________7.日期，日子________8.塔楼________9.实情，事实________二、翻译本课时短语1.在历史上_____________2. 默默地_____________3.剩余的_____________4. 首先_____________5. 对......有意义_____________6. 做某事有麻烦_____________7. 如此......以致_____________8. 拆除，往下拽____________ 9. 讲实话________【课堂探究】TASK1 skimming：Read fast and answer1.How many events were mentioned in this passage?2.How many parts can be divided in the passage? How to divide it?TASK2 scanning：1.Read the first and second paragraph, complete the form.What was the event?When did it happen?Where did it happen?What was Robert Allendoing?How did his parents feel?2.Read the third and forth paragraph, complete the form.What was the event?When did it happen?Where did it happen?What was Kate doing?How did she feel?TASK 3 Careful reading1.“T”for true and “F” for false. “NG” for not given.__ 1）Everyone in American remembers who killed Dr. King.__ 2）Robert Allen was eating lunch when Dr. King was killed.__ 3）Robert’s parents were shocked to hear the news.__ 4）Kate Smith was watching a movie when a plane hit the World Trade Center.__ 5）At fir st, Kate didn’t think her friend was telling the truth about the event.2. Find out sentences from the passage with similar meanings to the ones below.1）Not everyone will remember who killed him, but they can remember what they were doingwhen they heard that he got killed.2）No one said anything for the rest of dinner.3）September 11, 2001— the date alone means something to most people in the US.4）I had trouble thinking clearly after that because I was very afraid.TASK 3 Group workDo you have any unforgettable events in your life? Talk about it in your groups and report it to others.Examples：When my parents bought me a new computer, I was…….When I heard that I passed an exam., I was……I was doing….when I got a letter from my best friend.My f riends had an interesting birthday party for me. When I heard the news, I was…..【当堂达标】Try to retell according to the text.People often ________ what they ________ when they _____ the news of important _____ in history. For example, Dr. Martin. Luther King was ______ on April 4,1968.Robert Allen _________ dinner in the _____ with his parents _____ he _____ the news that Dr. Martin Luther King died. His parents were completely _______. Kate Smith __________ in her office ____ the World Trade Center ______________ by terrorists. At first she couldn’t believe but then she looked ______ of the window and realized that it was true. She was so ________ that she could ______ think ______ after that.。

新目标英语八年级下Unit 5 what were you doing when the rainstorm came？教学设计教学过程↘热身（Warming up）Greetings and introduction↘复习导入（ Lead-in）○1.、展示课本1a给出的图片，提出问题：T: What is he/she doing now？S1: She is doing her homework.T: Where is she？S2: She is in her house.……复习现在进行时。

○2、然后引导学生读题，使学生明确刚才所练习的场景按照课本设计都是发生过去（at the time of the rainstorm）,是过去的某个时间正在进行的动作，从而引出过去进行时：T：Look at the pictures again. If these things happened at this time yesterday. What should we say?○3、归纳现在进行时与过去进行时的含义与用法。

列出两种语法从意义、结构上的对比图，并举例说明。

现在进行时：含义: 表示现在正在进行的动作。

结构： is/am/are + doing例句：We are having an English class now.过去进行时：含义: 表示过去某个时刻正在进行的动作。

设计意图通过问候，师生进行初步的情感交流，营造氛围。

通过幻灯片演示复习现在进行时导入过去进行时。

通过对已学知识的巩固及真实的情景使学生容易学会如何表达并容易接受所要学的新知识。

通过引导学生观察图片进行启发式的提问，使学生很快进入新课的学习状态，为1a练习做准备。

通过提问的方式使学生能够很好的把所听到的听力信息用目标语言表达出来，培养学生运用语言知识的能力，为后面的说做准备。

形象生动有趣的图片，引起学生兴趣，更有利于新句型的接受。

八下Unit5第一课时教学设计【教学目标】1.能正确使用下列词汇：alarm, suddenly, heavily2.能正确使用下列常用表达：at the time of the rainstorm, go off, be busy doing sth.3.能正确使用过去进行时：was/were doing sth.4.能熟读背诵重点句型【教学重点】1、能正确使用过去进行时2、熟记单词和词组： alarm, suddenly,heavily,go off【教学难点】过去进行时的构成，易丢was/were, 只写doing sth.【教学方法】1、一口气诵读法。

2、讨论法与点拨法相结合。

【教具准备】多媒体课件【课时安排】1课时。

【教学过程】一、导入教师提前安排一个学生板书本单元题目，同时问学生：What is she doing now?以此复习现在进行时导入，教授alarm 和go off,接着出示几幅第三单元学过的做家务的图，让学生用现在进行时练习，复习呈现现在进行时句型。

在此基础上，给学生换时间：It was 8:30 last night? Can I ask:“What is Tom doing?”导入新的语法过去进行时，把is改为was，给学生重点呈现过去进行时的用法及构成。

二、呈现新知1、 教师呈现真是情景：汤姆家人在昨晚八点半正在做的一些活动。

出示两组练习要求及句型（特殊疑问句和一般疑问句以及肯否定回答），让学生明白干什么，然后同桌操练，展示。

Ask and answer in pairs: A: What is/are…doing when the alarm goes off ? B: … is/are … What are/is…doing when…? A: …are/is doing…2. 在此操练的基础上，给学生出示课本33页彩图，练习句型，同时完成1a 内容，不再专门做课本1a 内容。

八年级英语(下)第5单元Unit 5 What were you doing when the rainstorm came?学习目标1 语言目标：能运用过去时态描写过去发生的事情2 技能目标：能听懂有关过去发生事件，能描写过去发后的事件3 情感目标：让学生知道在灾害面前要更团结，友善，互相帮助教学重点掌握以下单词: rainstorm, suddenly, alarm , go off , pick up , strange, report, area, wood,light, window, match, beat, heavily, against, asleep, fall asleep, die down, rise, apart, passage, pupil, bright, play ground, bell, completely, silence, in silence, recently,date, tower, at first, realize,truth掌握以下表达：go off，pick up,fall asleep, die down, make one’s way, insilence,take down,at first句子:1. What were you doing at eight last night?I was taking a shower.2.What was she doing at the time of the rainstorm?She was doing her homework.3.What was he doing when the rainstorm came?He was reading in the library when the rainstorm came.4.What was Ben doing when it began to rain heavily?When it began to rain, Ben was helping his mom make dinner.5.What was Jenny doing while Linda wassleeping?While Linda was sleeping, Jenny was helping Mary with her homework语法和时态：过去进行时、when和while引导的时间状语从句。

新目标英语八年级下第五单元教案设计[1]1Unit 5 If you go to the party , you’ll have a great time !Teaching objectives:(教学目标)1. Words and expressions in this unit.2. Target language:（目标句型）Are you going to the party?Yes, I am. I’m going to wear my jeans.If you do, you’ll have a great time.You should wear your cool pants.3. 掌握现在进行时态表示将来(Present progressive as future ).4. 学习条件状语从句: if + will.5. 进一步了解情态动词should的用法.6. 学习谈论因果关系.7. 做出决定是否做某事.Important and difficult points:1. 学习运用be going to 和will构成的一般将来时。

2. if 引导的条件状语从句。

Teaching aids: （教学方法)teaching cards（教材）,Multimedia teaching tools（多媒体教学工具）Period 1Teaching contents: Section A 1a, 1b, 1c, 2a, 2b, 2c, grammar focus.Teaching procedures:(教学过程)Step 1 Leading inDraw two pictures on the Bb ,in the first picture a boy is getting up late, and in the second picture the boy can’t catch the early bus. Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the earlybus.” Read the sentences ,Ss repeat.Repeat with other sets of pictures.Step 2 Pre-taskSB Page 34, 1a.1. Point out the pictures and ask Ss to tell what they see.2. Ask some students to read the statements and responses.3. Have Ss match the statements and responses on their own.Step 3 While-taskSB Page 34, 1b.1. Play the tape and get Ss to check their answers to activity 1a.2. Talk about the answers together.SB Page 34, 1c.1. Ask two Ss to read the example in the sample in activity 1c.2. In pairs, get Ss to talk about what happened in the pictures.3. Ask some pairs to present their conversations to the class.SB Page 35, 2a & 2b.1. Read the instructions. Make sure the students know what to do.2. Play the recording .Ss listen and write down their answers.3. Correct the answers.Step 4 Post-taskSB Page 35, 2c.1. Ask two students to read the sample dialogue.2. In pairs, get the students to role play the conversation between Andrea and her friend.3. Ask a few pairs of students to practice their conversations for the class.Step 5 Grammar FocusSB Page 35, Grammar Focus.1. Review the grammar focus .Ask Ss to say the statements and responses.2. Ask Ss to work in small groups. Ask each group to write down as many sentences like those in the grammar focus as they can.3. Ask some groups to share their sentences with the class.Homework:Have Ss write their sentences on their exercise books.Period 2Teaching contents: Section A 3a, 3b, 4, Section B 1, 2a, 2b, 2c.Teaching procedures:Step 1 Leading inAsk some students to make sentences with if.Step 2 Pre-taskSB Page 36, 3a.1. First, let Ss read the notice from the principal.2. Read the dialogue to the class saying bland when come toa blank line.3. Get Ss read the notice again and fill in the blanks.4. Correct the answers.Step 3 While-taskSB Page 36, 3b.1. Ask some students to read out the sample dialogue and the words in the box.2. In pairs, let Ss have a conversation about the rules.3. Get some pairs to say their conversations to the class.SB Page 36, Part 4.1. Read the instructions and ask Ss to complete the work in pairs.2. Ask a few students to share their conversations.Step 4 Post-taskSB Page 37, Part 1.Ask students to complete the work on their own .Then do a quick check to see which things are most important to students in the class.SB Page 37, 2a & 2b.1. Read the instructions and play the recording.2. Ss listen and write down their answers.3. Correct the answers.SB Page 37, 2c.In pairs, get Ss to role play a conversation according to the information in activity 2b.Homework:Have Ss write their conversations on their exercise books.Period 3Teaching contents: Section B 3a, 3b, 3c, 4, selfcheck.Teaching procedures:Step 1 Leading inCheck the homework. Ask a few students to present their dialogue to the class.Step 2 Pre-taskSB Page 38, 3a.1. Read the instruction and ask students to read the article first for the meaning.2. Let Ss read the article again and complete the chart.3. Check the answers.Step 3 While-taskSB Page 38, 3b.1. Read the instructions .Ask Ss to look back at activity 2a and 2b to get ideas for the letter.2. Ask Ss to complete the letter on their own.3. Ask some students to read their completed letters to the class.SB Page 38, 3c.1. Ask two different students to read the two sets of sentences in the examples.2. Have Ss write about their own plans.3. Ask several students to read their sentences to the class.Step 4 Post-taskSB Page 38, Part 4.1. Read the instructions and then have a student read the example.2. Ask the whole class to practice doing the exercise together.3. Ask Ss to work in groups of four or five .Then let several groups to say their stories to the class. Step 5 Selfcheck SB Page 39, Selfcheck Part 1.1. Ask Ss to fill in the blanks on their own .2. Check the answers .3. Ask Ss to make their own sentences with the words given.SB Page 39, Selfcheck Part 2. Have Ss fill in the blanks on their own. Correct the answers. Step 6 HomeworkHave students write the sentences in Part 2 on their exercise books.。