初中英语人教新目标 (Go for it) 版八年级下册Unit 5 What were you doing when the rainstorm came?Section B表格教案设计

这是一份初中英语人教新目标 (Go for it) 版八年级下册Unit 5 What were you doing when the rainstorm came?Section B表格教案设计，共5页。
Lesson PlanJasmine-LiⅠ Background InformationTeaching ContentUnit 5 What were you doing when the rainstorm came？Section B 3a-3bPeople’s Education Press, Grade Eight English BookDesign PrinciplesThe English Curriculum Standards for Compulsory Education (2022 Edition) states that teachers create thematic contexts through perception and attention activities to activate students' existing knowledge and experience and to pave the way for the necessary language and cultural background knowledge. Teachers need to guide students to learn and apply language knowledge and skills through activities such as acquisition and combing, generalization and integration, to acquire thematically relevant cultural knowledge from the discourse, to establish connections between information, to form new knowledge structures, and to perceive and understand the meaning expressed by the language. Teachers also guide students through a variety of meaningful language practice activities such as describing, elaborating, analyzing and applying. Teachers are also expected to grasp the requirements for learning activities that go beyond discourse, such as reasoning and argumentation, judging and evaluating, and imagining and creating. Students are guided to address the values behind the discourse and the attitudes and actions of the author or protagonist.Learner ProfileStudents in Grade 8 have a little vocabulary and grammar under their belts and can write complete simple sentences. However, the sentences they create when writing are often prone to grammatical errors and are less likely to produce more complex subordinate clauses. In addition, students at this level are unfamiliar or even resistant to writing in English. Teachers need to make good use of current events and content that interests students to engage them.Content AnalysisThe focus of this unit is on the past progressive tense, which requires students to learn to tell what has happened in the past. The writing task requires students to describe an important event and use the past progressive tense to show what you, and your friends, were doing when the event was happening. In addition to this, the writing has to include elements such as the name of the event, when and where it happened, and the reason why the event was memorable.TeachingBy the end of the lesson, the students will be able to1. grasp the elements involved in describing events, such as what, when, where, how, and why;
 Objectives2. apply the past tense and past progressive tense to describe unforgettable events.Main Focus1. grasp the elements involved in describing events, such as what, when, where, how, and why;2. apply the past tense and past progressive tense to describe unforgettable events.Anticipated LearnerDifficultiesUsing subordinate clauses to write essays.Teaching Methods1. Communicative Approach2. Task-based Teaching ApproachTeaching Aids1. Blackboard and pieces of chalk2. Multimedia equipment Ⅱ Teaching ProceduresStepsTeaching ActivitiesTeaching PurposesLeading-in (3 minutes)Step 1Greeting: 1. How are you today? 2. What were you doing at 6:30 last night?The steps reinforce the use of the past progressive tense. The steps could activate students’ schema for the names of the unforgettable event and what people were doing when the event took place. Step 2Review the last reading class.Two unforgettable events and what people were doing when the event took place.Pre-writing (15 minutes)Step 3Activity: Welcome to Life Is a Hundred Things Please suppose you are an editor of the1. Teachers creating concrete situations where students work as editors
  newspaper Life Is a Hundred Things. Your job is to write a short report about what people were doing when some unforgettable and important events happened. So what you do first? I will show you how to do our activity. in a newspaper may be able to inspire them to write. At the same time, the situation is very relevant to this writing task. Students can at the same time get a better sense of the different applications of reportingStep 4The teacher demonstrates how to describe an unforgettable event.Teachers show students how to describe important events, the elements that should be included in a description of an event, and provide students with vocabulary and phrase scaffolding by describing memorable events to them.Step 5The teacher summarizes the elements that should be included in a description of an important event.The inductive method is used here. Individual examples from the teacher are used to summarize the elements that should be included to describe important events. By using this summary, students are able to understand more clearly and visually which aspects they should be writing about when writing.Step 6Discussion: Share an important news with you deskmates! (Homework left in the last class.)Requirements:1. Conclude what, when, where, what, and double why;2. 5 minutesInvite some students to share.By asking students to discuss the assignment left in the previous lesson and asking them to incorporate the elements of describing important events that they have just been taught. Students can use this discussion to practice orally first and
   then write down what they have discussed next. Also this is a way of making a draft.While-writing (15 minutes)Step 7Review the writing steps.Students will be able to develop good writing habits by leading them through a review of the writing steps.Step 8The teacher leads the students in writing the model text together by adding to the events in step 4. The teacher introduces the writing requirements and writing techniques, and then leads students through the steps of writing.The teacher leads the students in writing together using the writing steps they have just reviewed and the elements of describing an event that have been covered today.Post-writing (5 minutes)Step 9Revise: You and your partner exchange reports and help each other to revise them. Through peer-to-peer correction, they can identify their own problems. And they can teach each other.Summary and Homework (2 minutes)SummaryWriting an important eventState what, when, where, what and double why    the name of event, time, place, what you were doing and the reasonThey intend to promote the internalization and consolidation of the knowledge they have got.HomeworkOnce again, you revise your report. And make it look good. Give it to me by tomorrow before 10 o'clock.Blackboard Design