Unit 5 第5课时Section B(2a～2e)（教学设计） 2024-2025学年人教版英语八年级下册

人教版八年级下册

授课题目

Unit 5 What were you doing when the rainstorm came? Section B(2a-2e)

课时

课型

第 5 课时

阅读课

主题情境

人与社会

教学目标Teaching Aims

(基于英语学科核心素养)

1. Language Competence: 

Students can master new words and phrases, and use past tenses to describe events.

2. Cultural Awareness: 

Understand the impact of natural disasters on people's lives.

3. Thinking Quality: 

Analyze and summarize the main idea and details of the passage.

4. Learning Ability: 

Improve reading skills such as skimming and scanning.

教学重点

Key Points

1. New vocabulary and phrases related to family relationships.
2. The main idea and structure of the text.

教学难点

Difficult Points

1. Grasp the author's feelings and attitude in the passage.

2. Apply reading strategies effectively.

教学方法

Teaching Methods

PWP (Pre-Reading, While-Reading, Post-Reading) Model, Communicative Approach, Task-based Language Teaching Method

教学工具

Teaching Aids

Multimedia projector, blackboard, handouts

教学过程 Teaching Procedures

1. Lead-in (5 minutes):

Show a video of a severe rainstorm and ask students “What would you do if you were in such a rainstorm?” Then display some pictures of disaster scenes and discuss possible consequences, leading into the reading passage.

2. Pre-Reading (10 minutes):

Skimming：

Let students quickly read the passage in 2b within 2 minutes and answer the general question “What is the passage mainly about?” Check the answers and guide students to find key sentences.

3. While-Reading (15 minutes):

Scanning：

Assign tasks in 2c. Students read the passage again to find specific information like what the writer and his family were doing during the rainstorm. Walk around to assist and then check the answers.

In - depth Reading：

For 2d, have students read the passage carefully, analyze the text structure, and fill in the blanks. Discuss difficult sentences as a class, and explain how past tenses are used to describe the sequence of events.

4. Post-Reading (10 minutes):

Group Discussion：

In groups of four, students discuss the question in 2e “Why do you think the writer’s family had trouble