人教版新目标初中英语八年级下册What were you doing when the UFO arrived说课稿10篇

What were you doing when the UFO arrived说课稿10篇

What were you doing whenthe UFO arrived? 第一课时说课稿

一、教材分析:

1. 位置和内容:这是新目标英语(Go For It)八年级下册第三单元第一课时。谈论如何使用过去进行时。如何使用过去进行时是本单元的重点内容。为了让学生更好的认识过去进行时，我重新安排了教学内容:Section A(1a、1b、1c), . 把这些内容组合在一起。同时我也创造了一些便于进行沟通交流的情境，让学生学会使用过去进行时。

2．教学重点: 如何使用过去进行时。

3．教学难点: 如何在由when引导的时间状语使用过去进行时。

二、教学目标：

1. 知识目标：要求学生掌握使用过去进行时。

2. 能力目标：让学生做课堂的主人，同时培养他们掌握一些行之有效的学习方法,优化学习效果。

3. 情感目标：让学生爱上英语课堂活动,鼓励他们在课堂上进行合作交流。

4.学习策略目标：设法使学生掌握使用英语进行交流，学习积极参与班级活动.

三、教学分析：

1. 说教法：

1)任务型教学法：给学生三项任务，让学生使用过去进行时来完成这些任务。使他们在任务中学习英语。

2)情景教学法：创造足够的交际环境刺激学生的视听能力,使他们能够更好的理解这一时态。以培养他们的听和会话能力。

3)交易际教学法：学生可以通过俩俩对话或小组对话来掌握过去进行时。

2. 说学法：

1)学生要善于把握机会,用英语进行沟通，大胆实践。

2)积极参加课堂活动，培养合作关系。

四.学生分析:

学生七年级下册就学过现在进行时, 并掌握如何使用现在进行时来描述日常活动, 而且掌握了一些日常活动的短语, 有利于他们学习过去进行时.

五. 教学过程的分析：

步骤1---组织

1）师生互相提出问题；

2）值日生报告；

步骤2---复习（目的是复习现在进行时）

1）显示三幅画面在屏幕(一学生在跑,一学生在玩球,一些人在聚会,). 问：他们在做什么?

2. 引导学生到实际情况中；问一男学生：请问你在做什么? 学生可能回答：我在听你说话。告诉全班同学：他在听我说话。和另一个女生重复操练这一个句型，然后尝试用现在进行时和全班一起操练不同的人称。

3.学生使用现在进行时进行小组对话。

步骤3---引入：给学生介绍过去进行时。

1. 让学生A离开课室, 并在门口等候, 然后让学生B在黑板上写字,学生C在课室内走动。接着叫A走进课室。

2.比较: 过去进行时与现在进行时。(作比较可以让学生有深刻的印象)

时态现在进行时过去进行时

用法表示现在正在进行的动作表示过去某个时刻正在进行的动作

结构 is/am/are + doing was/were + doing

例句 I am having an English class I was having an English class.

步骤4---教授新课: Section A(1a、1b、)

1．屏幕上展示照片。给学生介绍图片相关的情况。

2．让学生通过听力了解图片中发生的相关事情。 (这一步骤是为了使学生了解课文，并且帮助学生能轻易完成下面的任务1)

步骤5---三个任务：

任务1:谈论当飞碟到达的时候人们在做什么. 为了让工作更容易做,教师点着图中的剪头发的人问: 当飞碟到达的时候他在做什么。重复这一指令。

2. 学生小组操练上述的对话。并让一些学生来展示他们的对话过程。

3．学生尝试把他们所讲的句子在练习本上写出来。

任务2:记忆比赛（让学生更加集中注意力在课堂上）

比赛是这样的:1. 展示十余张动画在屏幕上.动画按一定的时间先后出现。

2. 把全班同学分成三个小组. 如果学生知道答案,迅速起来回答。

任务3:用过去进行时描述图中的故事；

1. 显示照片在屏幕。画面是描述一个小偷偷走了一个女孩子的单车故事。提示学生在每一个画面都有时钟显示时间. 学生要利用时间进行描述.

2. 四个学生为一小组合作讨论这个故事的发展情节,每人负责一个场景.

3. 让一两个小组来描述这个故事.

步骤6--总结：在学生经过三个任务操练后,帮助他们总结过去进行时。

步骤7---作业:进行课后调查；

询问你的两个搭档昨天这个时候他们在做些什么. 下一节上课的时候做一个调查报告。

Blackboard Work

What were you doing when the UFO arrived?

I am writing on the blackboard.

I was writing on the blackboard. I amwalking in the room.

I was walking in the room.

用法表示过去某个时刻正在进行的动作

结构 was/were + doing

What were you doing whenthe UFO arrived? 第一课时说课稿二

一、说教材

1、教材的地位和作用

本课是新目标英语（Go For It）八年级下册第三单元第一课时。主要围绕“谈论过去发生的事情”这个话题展开教学。谈论如何使用过去进行时，这是本单元的重点内容。为了让学生更好的认识过去进行时，我重新安排了教学内容：Section A (1a,1b,1c), 和Section B(4b)。把这些内容组合在一起。同时我也创造了一些便于进行沟通交流的情境，让学生学会使用过去进行时。

2、教学目标

根据教学大纲的要求，教学内容的特点和学生的实际水平，制定了以下的教学目标：

①知识目标：

掌握本课中出现的单词或词组，并在口头、笔头中正确灵活使用。

熟练掌握本课句形。

②能力目标：理解和掌握过去进行时。

③情感目标：让学生爱上英语课堂活动，鼓励他们在课堂上进行合作交流。

3、学习策略：设计场景，使学生采用与同学相互采访的方式进行交流，学习积极参与活动。

4、重点、难点

重点：让学生掌握并使用过去进行时。

难点：如何在由when引导的时间状语从句中使用过去进行时。

二、学情分析

通过对教材的分析，得知学生在七年级下册就学过现在进行时，并掌握如何使用现在进行时来描述日常活动，而且掌握了一些日常活动的短语，有利于他们学习过去进行时。

三、说教法、学法

1、说教法：

①任务型教学法：给学生布置任务，让学生使用过去进行时来完成这些任务。使他们在任务中学习英语。

②情景教学法：创造足够的交际环境刺激学生的视听能力，使他们能够更好的理解这一时态，以培养他们的听和会话能力。

③交际教学法：学生可以通过俩俩对话或小组对话来掌握过去进行时。

2、说学法：

①鼓励学生要善于把握机会，用英语进行沟通，大胆实践。

②鼓励学生积极参加课堂活动，培养合作关系。

四、说教学程序

如果钻研教材，研究教法和学法，是搞好教学的前提和基础的话，那么合理安排教学程序，侧是教学成功的关键之一。为使学生学有所获，我把教学程序分为以下步骤：

步骤1、组织教学：1）师生互相打招呼；2）值日生报告

步骤2、复习旧知，导入新课

1、在屏幕上显示几幅画片（一学生在弹吉他、姚明在打篮球、一些人在聚会、一人在玩电游等）问：What is he/she doing? 或（What are theydoing?）学生已经学过现在进行时，看着图片不难回答出来。（这一环节的设计，目的是复习现在进行时，温故而知新，为学习过去进行时做铺垫。并且利用多媒体将动画播放出来，极大地调动了学生的积极性。）

2、创设情境导入新课：让学生A离开课室，并在门口等候，然后让学生B在黑板上写字，学生C在课室内走动。接着叫学生A走进课室：

T：（对学生B问）What are you doing?

学生B回答：I’m writing on the blackboard

板书B的答案。重复这一个对话对学生C进行提问，并把C的回答也写在黑板上。接着问B：刚才当A走进课室的时候你在做什么？此时老师要帮助学生一起回答并把答句写在黑板上。并告诉全班同学当A走进课室的时候B正在黑板上写字“B was writing on the blackboard when A came in the classroom.”并让全班同学重复这句话。重复这个对话询问C当A走进课室的时候他在做什么？询问其它学生当A走进课室的时候他们又在做什么？并帮助学生一起回答。（这一环节的创设使学生在实际生活中学英语，更易于掌握。）

3、告诉学生黑板上的句型就是我们今天学习的重点——过去进行时，介绍过去进行时，并与现在进行时作比较。（作比较可以让学生有深刻的印象，有所辨别，易于掌握运用。）

步骤4——教授新课：Section A(1a.1b.1c)

①在屏幕上展示照片（图18页）。给学生介绍图片相关的情况，同时学习生词和句型为后面内容的学习扫清语言障碍。

②听力训练的教学，让学生通过听力了解图中发生的相关事情。（这一步骤是为了使学生了解课文，并且帮助学生能轻易完成下面的任务）

步骤5——三个任务：

任务1：①谈论当飞碟到达的时候人们在做什么，为了易于教和学，我点着图中剪头发的人问：What was he doing when the UFO arrived?重复这一指令。答：He was cuttinghair.

②角色扮演，让学生扮演图中人物，操练上述对话，并让一、两组来展示他们的对话过程。

③要求学生尝试把他们所讲的句子在练习本上写出来。（掌握“四会”：听、说、读、写技能）

任务2：记忆比赛（1、展示十余张动画在屏幕上，动画按一定的时间先后出现。2、把全班同学分成几个小组，如果学生能快速、准确地用过去进行时，把图片内容描述出来，那么他们组就能够取得10分，分数最多的小组就是冠军。（这一环节的设计，正好符合中学生争强好胜的心理，注意力更集中，激发兴趣、主动学习英语。）

任务3：显示4b的图片，让学生用过去进行时描述图中故事内容：

①屏幕显示图片。画面是描述一个小偷偷走了一个女孩子的单车的故事。提示学生在每一个画面都有时钟显示时间，学生要利用时间进行描述。

②四个学生为一小组合作讨论这个故事的发展情节，每人负责一个场景，我在旁边指导。

（学生自主合作、讨论，能根据图片说出相应的句型，老师现场指导，体现了“以教师为主导，以学生为主体”的教学原则，学生讨论热烈积极，培养了合作、交流的精神，在不知不觉中巩固了本课所学知识。

步骤4：归纳总结：在学生完成三个任务的操练后，帮助他们总结过去进行时。

步骤5、布置作业，进行课后调查

询问你的两个搭档昨天这个时候他们在做些什么，下一节上课的时候做一个调查报告。

设计理念：让学生带着知识融入生活，热爱生活，再从生活回到课堂，使所学知识不断得到巩固、升华。

五、说板书设计：

设计理念：板书设计也是教学信息输出的一条重要途径，好的板书可以突出目标和重点，使学生一目了然。因此，我的板书设计是：

What were you doing when the UFO arrived?

词汇句型:

……I am writing on theblackboard.

……I was writing onthe blackboard.

……I am walking inthe classroom.

……I was walking inthe classroom.

过去进行时用法：表示过去某个时刻正在进行的动作。

结构 was/were + doing

常见的标志词1)at 9 o’clockfrom 8 to 9yesterday morning at this/that time yesterday.

2)主句（过去进行时）+ when + 从句（一般过去时）

例句：I was walking onthe street when the UFO arrived.

六、说评价

基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神。基于这一理念，我在课中精心创设尽量真实的语言环境，设计一系列活动，活跃课堂气氛，激发学习兴趣，让学生在感受、体验、参与、合作过程中学习语言，感受用英语交流的乐趣，培养学生用英语进行交流的能力。

What were you doing whenthe UFO arrived? 第一课时说课稿

教材依据

人民教育出版社义务教育课程标准实验教科书《英语》新目标八年级下册第三单元第一课时

教学目标

通过对教学内容和教学对象的分析，根据《英语课程标准》的要求，制定本节课教学目标如下：

知识目标	(1)学习使用下列词汇 UFO; barber; bathroom; bedroom; kitchen; get out (2)学习使用下列句型 What were you doing when the UFO arrived ? I was standing in front of the library. (3)语法项目 运用过去进行时，同时运用以when引导的时间状语从句。
能力目标	(1)能谈论过去的事件 (2)能用英语进行采访
文化意识	通过资料的搜集和交流了解更多有关UFO的信息
学习策略	(1)认知策略：通过对本文句型、词汇的学习和讨论，以及对语法的总结和练习运用，培养学生在学习中积极思考，对所学内容能够加以整理和归纳，发现语言规律并能举一反三的能力。 (2)调控策略：在学习过程中，明确学习目标，把握主要内容，积极参与英语学习活动。 (3)交际策略：通过对本课的学习，对情景对话的练习帮助学生善于抓住用英语交际的机会，能够在学习活动中用英语与他人交流，并且在交际中提高合作意识。 (4)资源策略：通过课堂活动、多媒体的应用，以及相关资料的搜集和整理，帮助学生注意通过音像资料丰富自己的学习，并能初步利用图书馆和网络上的学习资源。

教学重点和难点

1．本课的词汇、交际用语

2．学会使用过去进行时以及以when引导的时间状语从句

3．谈论过去事件，并学着对某事件进行采访

任务型活动

TaskOne：Ask and answer according to pictures

TaskTwo：Talk about what these people were doing when the UFO arrived.

TaskThree：Interview the class : What were they doing when 5.12 earthquakehappened ?

教学流程

教学过程

Ⅰ：Pre-task Presentation

通过英文歌曲，创设和谐、愉悦的教学氛围，让学生马上融入本节课的英语学习。

Ⅱ：While-task

1．点击与本课有关的图画问答。

Whatis he / she doing ? He / She is ……

2．通过现在进行时引出新语言项目过去进行时，通过一系列图画进行问答。

3．练习运用新语言。

4．点击UFO画面，引出“What was he / she doing when the UFOarrived ”句型，并操练该句型，然后变换人称练习。

5．运用新语言进行采访。

课堂实录

ShepⅠ：Sing an English song.

StepⅡ：Greetings

T：Good morning, class !

Ss：Good morning, Miss Chen !

T：Nice to see you.

Ss：Nice to see you, too

T：Sit down, please.

Ss：Thank you.

StepⅢ：Lead-in

I’m very glad to give you this Englishlesson. I know you’re very clever. I’m sure this lesson will be verysuccessful. This period we’re going to learn：

What were you doing when the UFO arrived ?

StepⅣ：Revision

老师点击鼠标，播放课件，让学生通过看图问答

T：What is the man doing ?

S1：He is playing tennis. （随即在图下点击play tennis）

T：What is the boy doing ?

S2：He is playing soccer.

T：What is the woman doing ?

S3：She is boating on the lake.

T：What is the man doing ?

S4：He is swimming in the sea.

T：What is the old man doing ?

S5：He is fishing near the beach.

StepⅣ：New lesson

一、Use “What was he doing last ……?He was ……”

点击第一幅图问：

T：What was he doing last Monday ?

S1：He is climbing

T：Wrong, You should answer “He was climbing last Monday”

点击第二幅图问：

T：What was he doing last Tuesday ?

S2：He was reading.

T：What was he doing last Wednesday ?

S3：He was boating.

T：What was he doing last Friday ?

S4：He was having a party.

就以上内容指定一名学生在前面问，其余同学回答。

二、Use “What were you doing last ……? I was ……”

T：What were you doing last Saturdaymorning ?

S1：I was reading.

T：What were you doing last Saturdayafternoon ?

S2：I was borrowing a book from thelibrary.

T：What were you doing last Sunday morning?

S3：I was doing my homework.

T：What were you doing last Sunday evening?

S4：I was mopping the floor.

以上内容两人一组进行练习，然后指定两组到前面问答。

三、Use “What were they doing yesterdayafternoon? They were ……”

点击图片问答：

T：What were they doing yesterdayafternoon ?

S1：They were seeing carton movies.

S2：They were playing football.

S3：They were playing basketball.

S4：They were running.

以上问题指定两组同学问答一遍。

StepⅤ：Learn position phrases

T：Look this is a UFO. It’s short for Unidentified Flying Object.

点击图片问答：

T：Where was she when the UFO arrived?

S1：She was in the kitchen.随即在图下点击出kitchen一词并带读多次

T：Where was she when the UFO arrived ?

S2：She was in front of the library . 点击library 并带读

T：Where was she when the UFO arrived ?

S3：He was in the barber shop. 点击barber shop 一词并带读

T：Where was she when the UFO arrived ?

S4：She was in the bathroom. 随即点击bathroom并带读

T：Where was she when the UFO arrived ?

S5：He was in the bedroom. 点击bedroom 并带读

T：Where was he when the UFO arrived ?

S6：He was in the living room. 点击living room 并带读

inthe kitchenin the barber shop

inthe bathroomin the bedroom

inthe living roomin front of the library

这些表地点的词组齐读三遍

StepⅥ：Learn Section A 1a (点击出此图)（on page 18）

T：A TV reporter is asking “ Where were you when the UFO arrived”. Match the statements with the peoplein the picture：

1．d I was in the bathroom.

2．b I was in my bedroom.

3．a I was in front of the library.

4．c I was in the kitchen.

5．e I was in my barbershop.

6．f I was in the barber’s chair.

T：I’ll ask one of you to read thesestatements. Liu Yaru, you read, Ok, very good. Now Let’s match the statement with the peoplein the picture.

T：Now I’ll ask you to repeat again.

S1：a: She was in front of the library.

S2：b: He was in the bedroom.

S3: c: She was in the kitchen.

S4: d: He was in the bathroom.

S5: e: He was in the barbershop.

S6: f: He was in the barber’s chair.

StepⅦ：Ask and answer

点击浴室淋浴图片，然后点击UFO到达，问答：

T：Where was she when the UFO arrived ?

S1：She was in the bathroom.

T：What was she doing when the UFO arrived?

S1：She was taking a shower.

点击句型：She was taking a shower in the bathroomwhen the UFO arrived.

Repeat three times

点击在卧室睡觉的图片，然到点击UFO到达图片，问答：

T：Where was she when the UFO arrived ?

S2：She was in the bedroom.

T：What was she doing when the UFO arrived?

S2：She was sleeping.

点击句型：She was sleeping in the bedroom whenthe UFO arrived.

All students repeat three times.

点击某人在图书馆借书的图片，然后点击UFO到达。

T：Where was she when the UFO arrived ?

S3：He was in the library.

T：What was he doing when the UFO arrived?

S3：He was borrowing a book.

点击句型：He was borrowing a book in the librarywhen the UFO arrived.

Repeatthree times.

点击在厨房做饭图片，然后点击UFO到达。

T：Where was he when the UFO arrived ?

S4：He was in the kitchen.

T：What was he doing when the UFO arrived?

S4：He was cooking.

点击句型：He was cooking in the kitchen when theUFO arrived.

All students repeat three times.

点击理发店里理发的图片，然后点击不明飞行物到达。

T：Where were they when the UFO arrived ?

S5：They were in the barber shop.

T：What were they doing when the UFOarrived ?

S5：They were having a hair cat.

点击句型：They were having a haircut in thebarber shop when the UFO

arrived.Repeat three times.

删除所有文字，只出现图片，将以上内容全班再重复说一遍。

Picture 1：She was taking a shower in the bathroomwhen the UFO

arrived.

Picture 2：She was sleeping in the bathroom whenthe UFO arrived.

Picture 3：He was borrowing a book in the librarywhen the UFO arrived.

Picture 4：She was cooking in the kitchen when theUFO arrived.

Picture 5：They were having a hair cut in thebarber shop when the

UFOarrived.

StepⅧ：Pairwork

点击图片两人一组用下列句型问答：

A：What was he / she doing when the UFOarrived ?

B：He / She was ……when it arrived.

A：What were you doing when the UFOarrived ?

B：I was ……

StepⅨ：I b （on page 18）

Listen to reporter’s question and circle the correctresponses.

First：Just listen.

Second：Circle the correct responses.

a: standing in front of the library / studyingin the libranry.

b: cleaning my room / sleeping slate.

c: making a smoothie / cooking dinner.

d: getting out of the shower / talking on thephone.

e: eating lunch / cutting hair

Listen and repeat

Reporter：So what were you doing when the UFOarrived ?

Girl：Well, I was standing in front of thelibrary.

Boy：I was sleeping late.

Woman：I was cooking dinner.

Reporter：How about you ?

Man1：I was getting out of the shower.

Man2：I was cutting hair.

StepⅩ：Ask and answer in pairs.

Whatwere you doing at 6:00 yesterday evening ?

Whatwere you doing ?

1.in a river swimming

2.in a park playing basketball

3.in a shop doing someshopping

4.at home watching TV

5.at home cooking

6.at home doing my homework

StepⅪ：Sum up

过去进行时

含义：表示在过去某一时刻或某一段时间正在进行的动作。

结构：be ( was/ were) + doing

例句：①I was taking a shower at nine lastnight.

②He was watching TV yesterday afternoon.

③She was taking a shower when the UFO arrived.

StepⅫ：Interview activity

选一名同学当记者，采访一系列人物，当5.12大地震发生时在干什么？奥运会开幕时在干什么？

Reporter：What were you doing when 5.12earthquake happened ?

S1：I was watch TV at home.

S2：I was doing some shopping.

S3：I was watering flowers.

Reporter：What about you ?

S4：I was having a geography class.

S5：I was having P.E class on theplayground.

Reporter：What were you doing when the OpeningCeromony of Olympic

Gamesstarted ?

S6：I was watching TV at home.

S7：I was surving as a volunteer.

S8：I was guarding at the gate of Bird Net.

S9：I was commanding the traffic in thestreet .

StepⅫ：Homework

汶川大地震时你在干什么，你在电视里看到了一些什么场面，说明了什么？

教学反思

本堂课是一节基于新课程标准来设计的口语对话课，突出体现了师生、生生互动性原则，开展了大量的听说练习，在学习过程中从现在进行时入手，自然过渡到过去进行时，把知识无形地传授给学生，使学生在不知不觉中学会并应用过去进行时，同时顺理成章地引出以when引导的时间状语从句，练习，操练时，内容从易到难呈梯形进展，最后把语言应用到实际生活中，请一名同学当记者，来访5.12大地震时同学们在干什么？奥运会开幕时在干什么？这样达到了学以致用的目的，整个课堂气氛轻松、和谐、民主，即注重了知识技能的培养，又体现了调控策略和交际策略的运用。

What were you doing whenthe UFO arrived? Section A 3a–4说课稿

What were you doing whenthe UFO arrived? Section A 第二课时说课稿

Step I Warm up

T：Good afternoon.. Boys and girls. Today we will go on learning‘What were you doing when the UFO arrived？’Now, at first, let me tell you about the teaching aims:

knowledge aim: Master the words and expressions.

Ability aim :Be able to retell the story in 3A and try to tellyour own stories.

Step II Revision

T: Let’s check out your homework first .Now, take our yourhomework please. Change it with your desk mates and correct it.

(Teacher Shows the answer on the slider)

T: If you have questions, come here, I’m waiting for you.

(After about 3 minutes, some students come to the teacher and askquestions, other students go on or discuss their questions with each other.)

T: OK Any questions?

S: No.

T: Look at Exx 4. Let me show you the importance: “ when” can take“while” instead. But “while” can’t take ‘when’ instead.

(这一环节是互批作业，旨在温故知新。学生交换批改上节课所留作业，并对错题进行讨论或请教老师，教师答疑解惑以个别辅导为主，共性重点问题则进行集中点拨。)

Step IIIPresentation

T: Let’s go on. Boys and girls, Turn to page 105,look at the newwords. In our new lesson ,you must remember: Any time, the intelligent studentscan go on to do other exercises that you have. If you want me to give you someexercises, please ask for it.

（教师鼓励学生‘知者先行’，即掌握了课堂所授内容的优生不必等，可以自行选择手头材料进行其他的练习）

T: Now, let’s look the new words and read after the recorder.

(Students read the new words after the recorder and then readtogether.)

T: Do you have good ways to remember the new words? Please try toremember them. Try please.(Teamwork: students discuss the ways to remember thenew words )

（学生利用互帮显示板进行了小组合作，运用熊川武教授的情智记忆法边写边讨论单词的记忆方法）

T: Who wants to say?

S1:I want to say” experience”:“ex”是一休（名字），然后把后面几个字母拆开来看p`r`i`n`c`e，prince是“王子”的意思 ‘ri’前后的两个’e’是王子的眼睛，我们可以这样记：一休(ex)看到王子(prince)在日头旁边眯着两眼(e,e)做体验。

T: OK, thank you. Another one, please!

S2: （指着小黑板上的单词‘follow’）‘follow’:’f’是拐杖，’o’是眼睛，’l’是鼻子，所以可以这样记：’w’拄着拐杖紧跟着长着两只眼睛两个鼻子的怪物。

T: Excellent！Another one?

S3: 我们编的是’kid’（利用互帮显示板展示’kid’）’i’是‘爱’，’d’是弟弟，’k’开玩笑说爱(i)弟弟(d)

T: Great! Another one please?

S4: 我们组编的是’amazing’:’“am”是上午，’a’是一个，’z’可以看作“在”’ing’可以看成“鹰”，在上午(am)的时候看到鹰(ing)，是非常令人惊异的。

T: Anyone else? Who wants to say about ‘strange’?

S5: （根据情智记忆法条码）’s’是美女，’t’是伞，’r’是拐杖。美女(s)拿着伞(t)在拐杖上(r)安(an)了一个(ge)奇怪的东西。

T: Well down! You did very well. Now, boys and girls, use yourgood ways to remember them clearly. Then try to write down the new words onyour guide paper please. If you finish it quickly ,please do other exercises.

(Students begin to write one by one without looking at these newwords. When they finish it, show the green card to the teacher. Then begin todo other exercise on their exercise books.)

（单词教学中引导学生充分运用情智记忆法记忆单词，记忆过程中充分利用互帮显示板进行小组合作活动教学过程由听读到自读，由开口说到记忆到默写，重视学生听说读写）

Step IV Presentation

T: Boys and girls, an alien came to our city last night, am Ikidding?( Make a joke to lead in)

S: (amazed)Yes!

T: Yeah, I’m kidding. -----That means：

S:“我在开玩笑”。

T: (go on leading in)But an alien came to Ted’s city. Now let’slook at 3 A.

Task1: Listen and number the picture.

(Students listen and number the pictures after the recorder.)

T: Now, let’s look at the answer:“ Two ,one, four, three, five”(show the slider)

Are you right?

S: Yes.

T: How clever you are! Now let’s look at your guide paper: Studyprocedure II:

Read and learn the useful expressions by yourself. Pay attentionto the method:：识记重点，完成习题，并把相关句型在3a中圈出，口头翻译出来。 If you finish it ,don’t forget to show me your green card and doother exercises.

（学生根据学法指导自主学习知识点，做习题，教师巡视随时解答学生的疑问，帮助有困难的学生完成自学。）

T:Let’s look at it, please. The first sentence: I have a veryunusual experience. “experience” here means:’经验’or‘体验’？

S: 体验.

T: The next sentence is :You can imagine how strange it was!(T.Stogether)

it Means:~

S: 你可以想象（设想）它是多么的奇怪呀！

T: Next one.

S: ‘I followed it to see’我跟着它去看。

T: Follow sb to do sth. 跟随某人去干某事。Where is ‘amazing’?

S: In the last sentence: Isn’t that amazing?

T: What’s the meaning?

S: 这难道不令人惊异吗！？

T: Good.这句是表感叹的语气。上面提到的How strange it was是正规的感叹句。

（师点拨感叹句语法并通过句型练习巩固感叹句句型结构）

T: Now, let’s look at“amazing” and“amazed”（点拨第四个知识点）What can you use them?

S: amazing/amazed.

T: ‘amazing’is right. We are amazed at the news have to describepeople（解释疑难问题）use’amazed’.Now,read the passage as quickly as you can andtranslate by yourself

（学生熟读病翻译全文，为下文‘retell’做好铺垫。教师全场巡视帮助出示红牌有疑难的同学）

Step V: Retell the story.

T: Let’s go on.Please try to retell the story（学法指导，用上所给的单词提示进行复述）I’ll give you 5 minutes.You can have a teen walk or retell byyourself.

（进行学法指导后，学生开始根据单词提示独立进行复述或小组分工合作复述课文）

T: Who wants to retell before class?

(SS hand up,S1 retell by himself)

T: Great! Who wants to retell it in your team?

（学生一组开始合作‘retell‘）

T: Well down! Who wants to retell it in your team again?

（学生二组，三组复述，小组合作效果显著）

Step VI（拓展一）Survey

T: I’ll give you another chance, let’s make a survey. You can usethe sentences like those:

’A:What were you doing at nine o’clock last Sunday morning?

B:I was sleeping. How about you?

A:I was doing my homework.’

Ask and answer the questions with each other and fill in the chartbelow.

（学生展开调查）

Step VII Talk show

T: Who wants to report about your Survey?

(Some students report in the fore class)

Step VIII Theme thinking （拓展三）

T：Let’s make a theme thinking. Please use the important words whatwe have learned in this class below to make a dialogue or conversation. You canthink and practise to say.

T:(Three minutes later. Who wants to show in our class)

(Students show themselves one by one)

T: Ok,I hope you can write it down after class.

Step X Test

T: I want to know if you master this lesson? Let’s have a test.

（学生做完亮绿牌，并继续运用手头材料自主选择做其他练习，全体绿牌后，老师出示答案，学生自行批改订正，有疑问则通过小组讨论和教室个别辅导解决）

Step IX Summary

T: I want to know what you have learned in this class.

S1: When 和 While 的区别感叹句的基本结构。

S2: ‘amazing’和’amazed’的区别，还有词汇。

T: What about Grammar we have used in this class?

S:过去进行时态。

（师生同看过去进行时态的语法规则：）

（出示关灯）

T: Are you sure?

S: Yes.

Step IIX Homework

T: Now, let’s look at the homework:

1. 听说作业：听读并复述课文 3a.

2. 把主题思考写到主题思考本上。完成配套练习册Section A 的习题。

3. 知者加速（选做作业）：课时作业Section A (2)拓展提升4，5，6题.

（其中有选作作业满足了不同层次学生的需求，又一次体现了‘知者加速’）

T: I hope you can review this lesson after class. Class is over,thank you Good bye!

S: Bye ！

自我评析：

1. 教学方法：

（1）自然分材教学法：自然分材教学法是依据有效教学和理解教育的基本理念而构建的教学法。他有两个特点：让教学任务随学生差异自然分化；学生针对自己存在的学习问题进行自主探究。本堂课主要通过互批作业、小组合作、知者加速、使用三色显示牌和互帮显示板和单词的情智记忆、主题思考等环节对教学法进行贯彻。

（2）情景交际法：本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实情境，引导学生在运用中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了能用）。

（3）任务型语言教学法：设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

2.学习策略

（1）自主学习：要求学生采用自主学习的方式，能根据需要进行有目的预习，使其对教师的教学内容起补充作用。

（2）合作学习：在与同学合作完成任务的活动中形成合作学习和探究学习的学习方式，引导学生积极思考，善于抓住英语交流的机会。在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。

（3）通过汇报、激发学生的学习热情，培养他们的概括能力，发挥他们自己的主观能动性，把被动的学习变为主动学习，让学生巩固所学语言知识。

What were you doing whenthe UFO arrived? Section B 1-2c说课稿

一．说教材：

1.教材分析

本单元以What were you doing when the UFO arrived?为话题，要求学生学会讨论过去发生的事情，并学会讲故事，同时了解一些自然科学知识和社会科学知识，从而更加热爱科学，迸发探索科学的热情。本节课的上课内容是Section B 1-2c主要是对前面学习过的句型进行复习和扩展，同时学习新单词以及提高学生的听力能力。

本节课主要复习的句型有：What were you doing ……?

I/ she / he was.......

Theywere……

2.教学目标

知识目标：

a.掌握新单词：shout; jump down; climb; scared

b. 掌握并会运用句型：—What wereyou doing at 8o’clock last night?

—I was doing myhomework.

技能目标：

a. 能听懂听力材料的内容，并能做出相应的练习。

b. 提高学生听和说的能力。

二．教法与学法

本节课采取了任务型教学法，通过让学生完成不同的任务来完成不同的教学活动。本节课采用了Brainstorming、Pairwork、Groupwork等活动，实现了让学生说的目标。通过补充故事让学生巩固新学的单词，通过小组的活动让学生参与到问题的讨论中，让学生开口说。

三．学情分析

通过几个学期的学习，学生已经积累了一定的词汇，并熟练掌握了一些句型。本节课的热身部分是给了学生一个问题：What were you doing at 8 o’clock lastnight? 通过学生本身的活动来引起他们的兴趣，并对前面的内容进行了复习。

四．教学重难点

a.掌握本节课所学新单词：shout; jump down; climb; scared

b.掌握和巩固本单元的句型和语法（过去进行时）

—What were you doing at8o’clock last night?

—I was doing myhomework.

c.提高学生听力的能力

d.培养和提高学生说的能力

五．课堂教学设计

Step1 Brainstorming:

通过一个问题：What were you doing at 8o’clock last night? 你昨天晚上8点的时候正在干什么？让学生复习前面学习过的句型和语法。

Step 2 Pairwork:

Wherewere you at 6o’clock yesterday evening?

Iwas in a river.

Whatwere you doing?

Iwas swimming.

这部分是给出了例句让学生模仿。通过最后一个对话引出新单词的学习。最后一个对话是在动物园，看动物。

Step 3 New words learning

通过人们遇到蛇时会有什么感觉来引出新单词scared，恐惧的，害怕的。了解这个意思之后再引出shout。再以图片的形式学习另外两个单词：climb和 jump down。

Step 4 Section B Activity 1

新单词教完之后，让学生完成活动一

Step 5 Blank filling

故事挖空让学生填入合适的单词。

我本来的设计是让学生自己根据这四幅图编一个故事。但是后来根据学生的实际情况，这个任务他们可能完成不了，所以我就自己写了一个故事，让学生根据第一个字母去填空，来巩固所学的新单词。

Step 6 Listening 2a-2b

Step 7 Game time (听力故事接龙)

我本来的设计是给出几个短语然后让学生说，但是发现学生在语言组织方面还有点欠缺，于是我就按照听力里故事的发展顺序写了5个句子，让学生填入相应的短语。让学生理解听力内容，并会读听力里的重要短语。

Step 8 Groupwork

A man was killed yesterday morning.

A policeman wants to know:What were you doing at 10:00 yesterday morning?

( You may be a doctor/ driver/ teacher/businessman/visitor / singer etc.)

Then make a report:

Inmy group, there are ___people. At round 10:00 yesterday morning, A was in the___, and A was ___ when the man was killed. While A was ___, B was in the ___and ___. While B ___, C was ___. So the murder isn’t in my group.

这个活动主要是让学生运用句型来讨论。通过讨论，让学生来说，培养他们说的能力。虽然有些错误，但是他们能大胆的说，我的目的就达到了。