1、初中英语八年级上册教材Unit 5 Lesson 14 Helping Each Other 教学设计教材分析本课是北师大版初中英语八年级上册教材第 5 单元的第 14 课，本课的话题为友情，主要通过阅读一个女孩在转学的第一天经历的在不经意间帮助了另一个女孩，又机缘巧合的和这个女孩成为同桌，并受到这个女孩的帮助，从此二人成为了好朋友的故事，让学生体会人与人之间的真情，关注需要帮助的同学和朋友，真诚的给予帮助。本课的教学设计分为两个课时。第一课时侧重对故事的理解，引导学生通过阅读获取有关一个女孩转学的第一天的经历的信息。在阅读活动中，引导学生提取主要信息和细节信息，并学习描述相互帮助过程中所使用
2、的相关词汇，通过层层内化，最后结合语篇信息和语言进行输出活动。第二课时在复习语篇内容和语言的基础上，加强对描述故事情节词汇的理解，引入本课语法项目过去进行时。通过观察和分析例句，发现并总结过去进行时态肯定句、否定句的用法和表意功能。学生在理解其语意功能基础之上，反复操练，最后在输出活动中能恰当使用过去进行时态。教学内容话题：友情词汇：fight, laugh at, polite, avoid, actually, step, without, lead, dare, copy, appear, surprise, from then on, present, public, in publi
3、c, lie策略：读前预测，猜测词义，捕捉关键词获取文章的主要信息和细节信息。语法：过去进行时的肯定句、否定句。 第一课时First Period教学目标在本课学习结束时，学生能够：1. 通过阅读文章，获取有关一个女孩转学的第一天的经历的信息。2. 通过阅读，在语境中理解 actually 和 dare 等词的语义；初步运用 finally, event, nervous,dare 等有关互助的词汇和短语；初步体会过去进行时的表意功能。3. 体会人与人之间的真情，关注需要帮助的同学和朋友，真诚的给予帮助。教学过程教学活动 设计意图 时间Warm-upStep1 Show Ss some pic
4、tures and ask:Q: 1. What are the people doing?2. What do you think of the people who help others?Show the Ss some sentences and ask them to judge which are helpful.导入本单元话题，激发学生对话题的兴趣。加强对 helpful的理解，学习词汇，同时培养学生分辨是非的能力，提醒学生要对人和善。14Pre-readingStep2 T asks Ss:Q:1.If you are new students in a new school,
5、 what is your feeling on your first day at new school?读前预测。通过预测，学生体会故事中人物的22.If there is going to be a new student in our class, what will you do?真实情感。为学生理解故事情节做铺垫。While-readingStep3 1st reading Ss read the story and order the events.（Ex. 2） Ss check answers in class.2nd reading Ss read the story ag
6、ain and complete the sentences.（Ex. 3） Ss check answers in class.3rd reading Ss read part by part and finish the exercises. Para1 Ss read Para1 and write T for true and F for false. Ss check answers in class. Ss retell Para1. Para2 Read Para2 and answer questions. Ss check answers in class. Ss retel
7、l Para2. T asks Ss： Q： At last，what happened？1.通过第一遍读，获取文章主要信息，对文章整体理解。2.通过第二遍读，获取细节信息。学习重点词汇。3.通过逐部分阅读，判断正误、回答问题加深对课文的理解，并通过逐段复述课文，学生对文章内容进行内化。204th reading Ss listen to and read the story after the recording.4.学生体会人与人之间的真情，提高互助意识。5.通过朗读，学生纠正语音语调，进一步内化对话信息和语言。Post-readingStep4 T asks Ss to retell t
8、he story in pairs. T asks some Ss to retell the story in front of the class and choose the best storyteller.以讲故事比赛的形式引导学生回忆课文内容，并加深理解，实现语言输出。18HomeworkRead the story loudly and try to tell it to others.Underline the sentences with “ was/were+ ving”.第二课时Second Period教学目标在本课学习结束时，学生能够：1. 通过复习课文在语境中复习、
9、运用相关的词汇。2. 通过在语境中体会、发现和归纳过去进行时的肯定句、否定句的用法和表意功能，并完成不同层次的练习。3. 运用过去进行时的肯定句、否定句表述信息，并从他人语言中获取信息。教学过程教学活动 设计意图 时间Review and language in useStep 1 T asks Ss to recall the details of the story they read in the last lesson. T asks Ss to complete the sentences with the words.学生通过复述课文，复习语言知识。通过练习深化对重点词汇的印象。8
10、Grammar and language in useStep 2 T asks Ss to complete the sentences according to the story. Ss check the answer and summarize 聚焦过去进行时，通过对文中的句子分析、归纳、总结理7the uses of the Past Continuous. 解过去进行时的用法。Step3 T shows some pictures to Ss,and ask Ss to answer questions according to the pictures. T presents
11、a task to Ss: an interview T asks Ss to ask and answer in pairs to know what others family members were doing when he or she got home yesterday afternoon. Ss act out the interview. T asks Ss to make short dialogues. Ss show their dialogues. T asks Ss to play a game together. 通过练习进一步理解过去进行时的用法。创设语言环境
12、，进一步巩固过去进行时态的意义及用法。学生展示，增强学生自信。发散思维，拓展过去进行时的语境使用。激发学生兴趣，进一步巩固目标语言。20Step 4 T asks Ss to do some exercises. Ss check the answer.通过机械训练检验学生目标语言掌握情况。5PronunciationStep 5 T helps Ss to get the correct pronunciation.Ss listen to the sentences in Ex.9 and fill in the table.Ss listen to the recording and repeat.Ss read the sentences to their partner.学生通过听、读、分辨两个音标的读音，并在练习中巩固目标音标的发音。5HomeworkRead the sentences of exercise 9 loudly.Make sentences with the Past Continuous.
