Unit 5 Nature's Temper Section A 4a-4d 教学设计 2025-2026学年人教版英语八年级下册

Section A (4a-4d) 一、教学基本信息 1.课程名称：Section A (4a-4d) 2.学科：初中英语 3.年级：八年级 4.教材版本：人教版（2024）八下 5.课时安排：1课时 6.授课教师： 二、教学目标 核心素养目标 1.语言能力：掌握过去进行时的结构与用法，准确描述过去正在进行的动作。区分when和while引导时间状语从句的逻辑差异。 2.思维品质：通过分析过去动作的时间关联，提升逻辑判断与事件梳理能力，学会用时态清晰地表达过去场景的先后与同步关系。 3.学习能力：掌握语法规则梳理、语境运用的策略，提升自主完成语法练习与情景对话的能力，培养时态运用的准确性。 4.文化意识：了解不同文化中描述灾害、突发场景的语言习惯，感受人类应对突发事件的共情表达，增强跨文化语言理解。 三、教学重难点 （一）教学重点 1.掌握过去进行时的结构，能准确区分when与while的用法。 2.能完成句子合并、语篇填空，并用过去进行时完成情景对话。 （二）教学难点 1.在真实语境中灵活选择when/while，准确表达过去动作的同步或先后关系。 2.在情景对话中，用过去进行时连贯描述灾害等突发场景，提升语言的逻辑性与流畅性。 四、教学方法 1.情境教学法：创设“灾害突发场景回顾”“记者采访龙卷风亲历者”等真实语境，让学生在语境中感知语法用法与逻辑关联。 2.任务型教学法：设计“语法讲解→专项练习→语篇应用→情景对话”的层层递进任务，让学生在完成任务中巩固知识、提升技能。 3.对比归纳法：通过对比过去进行时与一般过去时的用法、when与while的核心差异，帮助学生梳理规律，加深理解。 4.讲授法：针对语法规则、动词-ing变化难点、when/while区别等进行精准讲解，为学生搭建知识框架。 5.合作学习法：通过小组讨论、结对练习、情景对话等形式，鼓励学生互助合作，提升语法应用与口语表达能力。 五、教学准备 1.多媒体课件：包含过去进行时用法讲解视频、动词-ing变化规则图表、when/while对比表、4a-4c练习素材、情景对话支架、易错点对比表等。 2.学习任务单：设计过去进行时句式练习、动词-ing变化练习题、when/while合并句子题、语篇填空题、情景对话模板。 3.分组准备：将学生分为2人小组，明确小组内情景对话的分工（记者与亲历者）。 六、教学过程 （一）导入新课 1.情境导入：播放短视频，提问：“What tense is used to describe the ongoing actions in the past?”，引导学生说出过去进行时的结构，激活过去进行时话题。 （二）语法讲解 1. Presentation： 过去进行时 （1）过去进行时的构成：was/were+动词-ing （2）动词-ing形式的变化规则 一般情况直接加-ing look → looking、work → working 以不发音的字母e结尾：去e加-ing take → taking、write → writing 以“辅音字母+元音字母+辅音字母”结尾的重读闭音节动词如果末尾只有一个辅音字母，要双写这个辅音字母，再加-ing shop → shopping、sit → sitting、plan → planning 以ie结尾的动词：变ie为y加-ing lie → lying、tie → tying、die → dying 注意：易错特殊情况（必记） ①单音节动词以 w、x、y 结尾（辅 + 元 + 辅）：不双写，直接加-ing draw → drawing、fix → fixing ②非重读闭音节（辅 + 元 + 辅）：不双写，直接加 -ing open → opening （3）句式结构 ①肯定句：主语 + was/were +动词-ing 形式+其他. I was reading a book at 8:00 last night. 昨晚八点我正在看书。 ②否定句：主语+ was/were + not +动词 -ing 形式+其他. She wasn’t watching TV just now. 她刚才没在看电视。 ③一般疑问句及答语：Was/Were + 主语+动词 -ing 形式+其他? 肯定回答：Yes，主语+was/were. 否定回答：No，主语+was/were not. —Was he cooking when you came in? 你进来的时候他在做饭吗？ —Yes, he was. / No, he wasn’t. 是的，他在。/ 不，他没有。 ④特殊疑问句：特殊疑问句 + was/were +主语+doing +其他? 回答需具体说明，不能用 Yes/No。 —What were you doing at that time? 你那时在做什么？ —I was reading. 我在看书。 （4）过去进行时的用法 ①表示过去某一时刻正在发生的动作，或过去某一个阶段内一直在进行的动作，常用的时间状语有：at this/that time +过去时间、at ... o’clock + 过去时间、from ... to ... +过去时间、those days（那些日子）、just now（刚才；刚刚） He was playing the piano at 5:00 yesterday afternoon. 昨天下午五点他正在弹钢琴。 They were working on the farm all day yesterday. 昨天一整天他们都在农场干活。 ②表示一个过去的动作正在进行时，另一个过去的动作发生了，常与when, while引导的时间状语从句连用。 I was watching TV when my father came back. 我正在看电视，这时爸爸回来了。 While he was waiting for the bus, he read a book. 他在等公交车的时候看了一本书。 when与while引导的时间状语从句 （1）概述 when和while都可意为“当……时”，用来引导时间状语从句，表示主句动作发生的背景。从句可位于主句之前或之后，当位于主句之前时，与主句要用逗号分开。 延续性动词和非延续性动词： 延续性动词指动作可以延续一段时间，而不是瞬间结束。work、study、drink、eat等。 非延续性动词指动作极为短暂，瞬间结束。start、begin、hit、jump、knock等。 （2）when引导的时间状语从句 ①表示主句动作发生的特定时间，既可指时间点，也可指时间段。 I was doing my homework when he came in. 他进来的时候，我正在写作业。 ②when引导的时间状语从句中的谓语动词可用延续性动词，也可用非延续性动词。从句的动作可与主句的动作同时发生，也可在主句动作之前或之后发生。 When the bus stopped, we got off quickly. 公交车停下时，我们迅速下了车。 He often listened to music when he worked. 他工作时经常听音乐。 ③当主句为将来时或表示将来的意义时，从句要用一般现在时表示将来，即遵循“主将从现”的原则。 I will call you when I arrive in Beijing. 我到北京后会给你打电话。 We will go camping when the weather is fine tomorrow. 明天天气好的话，我们就去露营。 When he comes, please let me know. 他来的时候请告诉我一声。 （3）while引导的时间状语从句 ①while引导时间状语从句时，从句的谓语动词必须为延续性动词，且常用进行时。 Please be quiet while I am teaching. 我在讲课的时候请安静。 ②强调主句动作发生时，从句动作正在进行，此时，从句用进行时。 While she was doing her homework, the light went out. 她正在写作业的时候，灯灭了。 While we were walking home, it started to rain. 我们正走在回家路上时，天开始下雨了。 ③强调主从句动作同时进行时，主从句通常都用进行时。 I was reading while my mother was cooking. 我在看书，妈妈在做饭。 They were singing while we were dancing. 他们在唱歌，我们在跳舞。 （4）when和while的核心区别 情况 用when 用while 从句是瞬间动作 ✅ 可以 ❌ 不可以 从句是延续动作 ✅ 可以 ✅ 可以 表示“这时突然” ✅ 可以 ❌ 不可以 表示对比“而……” ❌ 不可以 ✅ 可以 When he knocked at the door, I was sleeping. 他敲门时，我正在睡觉。 I was reading when the light went out. 我正在看书，这时灯突然灭了。 Tom was reading while Mary was drawing. 汤姆在看书，而玛丽在画画。 2. Practice： （1）4a练习：让学生阅读句子，划出表示过去持续动作的动词（were doing/was doing形式），强化对过去进行时“持续动作”核心特征的认知，核对答案并讲解： What were you doing while it was snowing heavily? I was travelling on the train then. What were your family doing when the typhoon hit? My children and I were reading together. When my neighbour called, my family were having dinner. We were driving home when the strong winds started. While we were driving home, the strong winds started. It was raining hard while we were driving back. （2）4b练习：用when或while合并每组句子，核对答案并重点讲解： I did my homework. The typhoon landed on the coast. I was doing my homework when the typhoon landed on the coast. The power went out. My father and I made dinner. The power went out while my father and I were making dinner. Kate wrote a letter. Her brother called to warn her of the storm. Kate was writing a letter when her brother called to warn her of the storm. My parents packed the supplies. I moved our things off the floor. While my parents were packing the supplies, I was moving our things off the floor. I slept soundly. It rained cats and dogs. I was sleeping soundly when it rained cats and dogs. （3）改错练习：找出句子中的错误并改正，强化语法规则运用： My mother was cooked lunch while I was helping my brother with his homework.（cooked→cooking） While it rained heavily outside, we were sit in the classroom reading storybooks.（rained→was raining；sit→sitting） When the earthquake happened, people run in all directions quickly.（run→ran） I was waiting at the bus stop when I see my best friend passing by.（see→saw） While we were clean the house, the power went out and everything became dark.（clean→cleaning） （4）4c练习：用was, were, when, while补全龙卷风相关语篇，核对答案并讲解： When Jenny looked up, thick black clouds were forming in the sky, and the rain was beating against their roof. “Quick, this way,” said Dad. The family ran to the safe room at once. While they were waiting, Jenny’s little sister started to cry. Dad gave her some chocolate and told her that they were hiding from an angry lion. Soon, she was laughing again. At last, the storm passed. When they stepped outside, they found the sun shining. People were asking one another if they were safe while some were starting to clear the streets. Jenny smiled. The tornado was scary, but it also brought everyone closer together. 3. Production：4d话题输出与情景对话：学生两人一组，分别扮演“记者”和“Jenny的家人”，围绕龙卷风发生时的经历进行采访对话，必须运用过去进行时与when/while。 ①示范引导：教师与一名学生结对示范： A: What were you doing when the tornado hit? B: My family and I were hiding in a safe room. A: What were you doing while you were waiting there? B: Oh, while I was waiting, I started to tell stories to my little sister to make her not afraid. ②表达支架（投屏展示）： A: What were you doing when the tornado hit? B: My family and I were ... A: What were you doing while you were ... there? B: Oh, while I ... ③小组练习与展示：学生结对练习，教师巡视指导，纠正语法错误与表达生硬问题。 ④邀请2-3组学生上台展示，教师从语法准确性、逻辑连贯性、语气自然度等方面给予点评 （三）语言点精讲 1. The power went out. 停电了。 power ①电力供应 ②能量；力量 ③驱动；推动 ④权力；职权 2. When Jenny looked up, thick black clouds were forming in the sky, and the rain was beating against their roof. 当珍妮抬头看时，天空中正在形成厚厚的乌云，雨水敲打着他们的屋顶。 look up 抬头看；查阅 look after 照顾 look around 环顾 look through 快速查看；浏览 look forward to 盼望 look for 寻找 look like 看起来像 look over 查看；检查 look out 小心 3. People were asking one another if they were safe while some were starting to clear the streets. 当一些人开始清理街道时，人们在互相询问是否安全。 if在此引导宾语从句（宾语从句应用陈述语序），常用于ask、know、find out、wonder等动词（短语）之后。 （四）即时练习 1.连词成句。 · his way, he, to, made, the, shelter, when, earthquake, the, started (.) He made his way to the shelter when the earthquake started. · important, for, it, is, us, to, respect, cultures, different, when, crossing, borders (.) It is important for us to respect different cultures when crossing borders. · the game, started, while, was, I, still, on the way, to the stadium. The game started while I was still on the way to the stadium. · rang, I, my homework, while the telephone, was doing (.) I was doing my homework while the telephone rang. · out, the, went, elevator, lights, riding, while, Jeremy, was, the (.) The lights went out while Jeremy was riding the elevator. 2.用所给词的适当形式填空。 When Mr Wu walked into the classroom, the students were sharing (share) their travel experiences. The doctor wrote down notes carefully while checking (check) the little girl’s throat. My sister sat by the window because the sunshine was shining (shine) through the window. My father didn’t answer my call at seven yesterday evening because he was fixing (fix) my broken bike in the yard. The artist was drawing (draw) a sketch of the mountain when we met him yesterday. All of a sudden, my mother found that a nail was sticking (stick) out of the wooden board. （五）课堂小结与作业 1.课堂小结： 师生共同回顾本节课核心内容：过去进行时的用法；when与while的区别与运用。 2.作业布置： 用过去进行时描述一次“突发场景”（如暴雨、停电），包含3个以上句子，运用when和while各1次。 七、板书设计 Unit 5 Nature's Temper Section A (4a-4d) 1.过去进行时 构成：was/were+动词-ing 动词-ing变化规则： 一般情况直接加-ing look → looking、work → working 以不发音的字母e结尾：去e加-ing take → taking、write → writing 以“辅音字母+元音字母+辅音字母”结尾的重读闭音节动词如果末尾只有一个辅音字母，要双写这个辅音字母，再加-ing shop → shopping、sit → sitting、plan → planning 以ie结尾的动词：变ie为y加-ing lie → lying、tie → tying、die → dying 句式： 肯定句：主语 + was/were +动词-ing 形式+其他. 否定句：主语+ was/were + not +动词 -ing 形式+其他. 一般疑问句及答语：Was/Were + 主语+动词 -ing 形式+其他? 肯定回答：Yes，主语+was/were. 否定回答：No，主语+was/were not. 特殊疑问句：特殊疑问句 + was/were +主语+doing +其他? 2.when vs while 情况 用when 用while 从句是瞬间动作 ✅ 可以 ❌ 不可以 从句是延续动作 ✅ 可以 ✅ 可以 表示“这时突然” ✅ 可以 ❌ 不可以 表示对比“而……” ❌ 不可以 ✅ 可以 八、教学反思 1.本节课通过语法讲解、专项练习、情景对话等环节，有效落实了语法教学目标，学生能基本掌握过去进行时与when/while的用法，完成基础练习任务。但部分学生在动词-ing变化和when/while的灵活运用上仍有困难，需在后续教学中增加专项训练。 2.情景对话环节学生参与度较高，但部分学生表达不够流畅，缺乏真实感，需提供更多对话模板和语境示例，鼓励学生加入细节描写（如动作、感受）。 3.文化意识目标的渗透较为自然，通过突发场景描述，让学生感受跨文化共情表达，但可补充中西方描述灾害场景的语言习惯差异，让学生增强跨文化理解。 4.针对易错点，可设计趣味闯关游戏（如“语法纠错大挑战”），让学生在互动中强化记忆，减少错误。 学科网（北京）股份有限公司 $