Unit 6 Understanding ideas Grammar 教学设计 2026-2027学年英语外研版八年级上册

Unit 6 When disaster strikes Understanding ideas (Grammar) 课 题 Unit 6 When disaster strikes — Understanding ideas (Grammar) 课 型 语法课(Understanding ideas Grammar) 课 时 第二课时(45分钟) 授课年级 八年级上册 教 材 外研版(2024)英语八年级上册 话 题 过去进行时(was/were+doing)——暴雨车站里《我和我的祖国》的乐声 核心素养目标 语言能力 正确认读和拼写本节课的重点词汇和语法;能够就本课时的主题进行流畅的交流和探讨。 文化意识 了解不同的自然灾害,学会冷静地面对自然灾害。 学习能力 能够识别语篇中的过去进行时;总结和归纳过去进行时的用法;培养独立思考和自主探究的学习能力。 思维品质 培养对语法现象分析、推断和归纳的思维能力,能够在语法学习的过程中做到举一反三。 教学重点 ①通过本课时的活动,学生能够发现、梳理、总结过去进行时的基本用法②掌握过去进行时四种句式及与 when/while/as 引导的时间状语从句的连用 教学难点 ①通过课堂活动,学生能够掌握过去进行时并完成相应的练习,灵活运用语法规则②区分过去进行时与一般过去时;辨析 when 与 while 引导从句的差异 教学过程 教学环节 教师活动 学生活动 温故引新 Review & Lead-in Read the sentences from the reading passage and summarise the grammar rules. 读课文原句并归纳语法规则:(a) That night, I was sleeping when the ground shook very hard.(was+doing)(b) We moved on while the cloud was spreading over the land like a flood.(was+doing) Now find more sentences with these structures in the reading passage. 引导学生在课文中再找 was/were+doing 组合,感知「当时正在做」的画面感。 朗读并对比两句,发现 was/were+doing 结构; 回课文再找同类句,初步感知过去进行时的叙事画面感。 规则归纳 Rule summary 功能:表示过去某个时刻或某一时段正在进行的动作,常和 then, at this/that time, yesterday, at last night 等时间状语连用——-What were you doing at 7 am yesterday? -I was having breakfast. 过去进行时还常出现在讲故事的语境中:Alice was sitting with her sister by the river. They were having a tea party in the garden. 四种句式(与现在进行时变化相同,am/is/are 换成 was/were):肯定句 主语+was/were+现在分词——She was singing when I entered the room. They were arguing about the movie last night. 否定句 主语+was/were+not——He wasn't paying attention during the meeting. We weren't joking—this is serious! 一般疑问句 Was/Were+主语——Were you still doing your homework when I called you last night? Was the baby crying loudly when the earthquake started? 特殊疑问句 疑问词+was/were+主语——What were you doing at 10 AM yesterday? Why was she crying in the hallway? 与一般过去时对比:过去进行时强调过去某一时刻或时段正在进行或持续的动作;一般过去时表示过去发生的动作,动作往往已完成——Laura was reading a novel at eight o'clock last night.(进行中)vs Laura read a novel last night.(已完成)。 引导单复数定 was/were:I/he/she/it 用 was,you/we/they 用 were。 归纳功能与常连用的时间状语; 齐读四种句式模板,单复数定 was/were; 用「画面定格 vs 结果呈现」区分两种时态。 复合句辨析 when vs while 过去进行时可和 when, while, as 引导的过去时间状语从句连用成复合句:One day, when Henry was working in a restaurant, a snake suddenly appeared. While people were waiting for the traffic lights, a car suddenly appeared round the corner. As the doctors were checking him, the pain got worse. 差异一:when 既可指时间点也可指时间段,动词可终止性可延续性;while 只指时间段,动词必须延续性——They arrived while we were having dinner. = They arrived when we were having dinner. 差异二:when 从句若主句过去进行时、从句一般过去时,表示一个动作正在进行时另一动作(突然)发生——We were talking when the teacher came in.(强调突然);换 while 只表明事实不强调突然——While we were talking, the teacher came in. 差异三:主从句动作都延续且同时发生时多用 while——They were singing while we were dancing. While I was cooking, my brother was setting the table. 速判口诀:两边都 was/were+doing 选 while;一边 doing 一边过去式选 when。 观察三个复合句例句,标出从句动词类型; 记忆 while 三条铁律(只接时间段、动词延续、同进行多用); 用速判口诀口头判断 when/while。 即时操练 Controlled practice Complete the sentences with the correct form of the verbs in brackets. 动词正确形式填空:1 People (sleep)when the volcano erupted. were sleeping. 2 While they (walk)along the river, a great storm broke out. were walking. 3 While the hurricane (blow)heavily, airlines could not fly in the area. was blowing. 4 The fire (spread)quickly and (cover)the building when I heard a voice. was spreading/covering. 引导四题四型:①when+瞬间动词 主句 was doing;②While+延续动词 过去进行时;③While+单数主语 was blowing;④两动作同时进行 and 并列 was spreading and covering(第二个 was 可省)。 独立完成四题五空并说出所依据的规则; 同桌互讲:一题对应一条规则; 注意 and 并列时第二个 was 的省略。 语篇运用 Contextual practice Complete the passage with the correct form of the verbs in brackets. 补全短文(暴雨滞留火车站的故事):At first, it was just another normal weekday. I 1(wait)at the railway station when I 2(hear)a notice: there was a heavy rainstorm, so all train services were stopped. was waiting/heard. While others 3(call)their families or searching for news reports, I got more and more worried. were calling. As time went by, people 4(become)louder and angrier. became. Just then, a lovely music 5(start). The music of "Me and My Motherland" 6(stop)all noises. Many travellers 7(sing)along with the music. One woman started to cry while she 8(listen). started/stopped/sang/was listening. 点破「双引擎」:叙事过去时打底(heard/became/started/stopped/sang 推进情节)+过去进行时点画面(was waiting/were calling/was listening 铺背景)——That wonderful music by a student orchestra lifted our spirit and gave us hope. 先分「骨架动作」与「画面动作」再填空; 独立完成八空并核对; 体会学生乐团演奏在灾情中的暖心力量。 结对讲述 Pair work Tell a story about a natural disaster. Use the words and expressions from the reading passage and the Useful expressions to help you. 句式支架:It was a terrible/A(n) happened in/People were/The cause of was/The buildings / roads / trees / animals were/ people lost their lives./ people were influenced and homes were broken. 八问引导:What was the disaster?/When did it happen?/Where did it happen?/Who was there?/How did it develop?/What did people do?/How did people feel?/What happened after the disaster? 示例骨架:It was a terrible flood. It happened last summer in a mountain village. People were sleeping when the rain started The buildings were washed away. Many people lost their lives After the disaster, soldiers came to help. 提示:How did people feel? 答 scared but calm——「冷静自救」才是故事的价值内核。 按八问搭故事骨架,用句式支架成段输出; 至少使用两次过去进行时(People were/ was happening); 小组展示一到两个灾害故事。 词汇归纳 Vocabulary 学习 weekday:搭配 on weekdays 在工作日/weekday morning/evening 工作日的早晨/晚上——I go to the office early on weekdays. 我工作日都会早早去办公室。Weekday traffic is always very heavy. 工作日的交通总是很拥堵。 学习 railway:搭配 railway station 火车站/high-speed railway 高铁——The new railway will connect two major cities. 新铁路将连接两座大城市。They are building a railway bridge over the river. 他们正在河上建一座铁路桥。 学习 develop:搭配 develop a habit 养成习惯/develop rapidly 快速发展——The city has developed into a business center. 这座城市已发展成商业中心。The company is developing new products. 公司正在开发新产品。 学习 terrible:搭配 terrible accident 严重事故/terrible weather 恶劣天气——He suffered a terrible injury in the game. 他在比赛中受了重伤。The food at that restaurant was terrible. 那家餐厅的食物很糟糕。 按语篇情节串记四词:another normal weekday railway station story develops terrible rainstorm; 逐词学习搭配与例句; 对照随堂检测八题的题干句式记忆搭配,注意第 3 题 grading(grade 去 e 加 ing)。 随堂检测 Testing 完成随堂检测:教师发放随堂检测题,学生限时独立完成后,教师逐题核对讲评。 【一、根据句意及汉语提示补全句子】 1. 妈妈正在厨房里煮美味的晚餐。Mom a delicious dinner in the kitchen. 2. 孩子们正在操场上开心地玩耍。The kids happily on the playground. 3. 老师走进教室时正在批改作业。The teacher papers when entering the classroom. 4. 昨天下雨时我正在超市购物。I at the supermarket when it rained yesterday. 5. 她工作日只穿正装。She only wears formal clothes . 6. 铁路服务因事故暂停。The was suspended due to the accident. 7. 孩子们需要时间培养社交能力。Children need time to social skills. 8. 今早我们遇到了严重的交通堵塞。We experienced traffic this morning. 限时独立完成随堂检测,不看笔记、不讨论; 完成后与同桌交换互批,逐题核对答案并订正; 订正后用红笔标注错题涉及的语法规则或词汇搭配,纳入个人复习清单。 参考答案:1. was cooking 2. were playing 3. was grading 4. was shopping 5. on weekdays 6. railway service 7. develop 8. terrible 归纳与作业 Summary & Homework Summary:Grammar—过去进行时(was/were+doing 四种句式;与一般过去时对比;when/while/as 复合句——when 配瞬间动词表突然,while 配延续动词与双进行);Vocabulary—weekday, railway, develop, terrible。 Homework:Review the key words, expressions, sentence patterns and grammar in today's lesson. 复习本课重点词汇、短语、句型与语法。Make five sentences with the grammar in today's lesson. 用本课语法造五个句子——三型各练:was doing when did 一句、While was doing 一句、两个 was/were+doing 并进一句。 对照速判口诀自查本课掌握情况; 记录两项作业:复习词汇语法;按三型要求造五个句子。 作业设计(分层) 【基础 必做】抄写并记忆本课 4 个重点词汇与搭配(on weekdays/railway station/develop a habit/terrible weather),朗读课文语法例句。 【提升 选做】Make five sentences with the grammar in today's lesson. 用本课语法造五个句子(was doing when did 一句、While was doing 一句、双进行并进一句等三型)。 【拓展 挑战】把暴雨车站的故事改写成 60 词左右的英语短文 The Music in the Storm,至少用三处过去进行时。 板书设计 Unit 6 When disaster strikes — Grammar 过去进行时 结构:was/were + doing(单数 was,复数 were) 对比:was reading(8 点在读)vs read(读完了) 复合句:was doing when did(正在…突然…)|While 双进行|while 只接延续动词 词汇:on weekdays|railway station|develop a habit|terrible weather 教学评价与反思 1. 目标—评价对应(教-学-评一体化): 素养目标 课堂评价任务与证据 语言能力:掌握语法规则与词汇搭配 课文句归纳;动词填空四题五空;语篇八空;随堂检测八题 文化意识:了解灾害、冷静面对 语篇暴雨车站的希望故事;灾害故事会 scared but calm 价值导向 学习能力:自主归纳语法用法 「画面定格 vs 结果呈现」自测法;速判口诀 when/while 思维品质:分析推断归纳、举一反三 四题四型一题一规则;「骨架动作+画面动作」双引擎分析;八问成篇讲述 2. 预设反思点: 以课文原句 (a)(b) 对比切入,大地摇晃之夜的 was sleeping 让过去进行时有画面;四句式与现在进行时「只换系动词」类比降低记忆负担;与一般过去时用「画面定格 vs 结果呈现」一句话分清,Laura 两句对比直观;when/while 差异落为三条铁律+速判口诀,was doing when did 定位为灾难故事标配句;动词填空四题四型一题一规则,and 并列省 was 的细节当堂点破;语篇八空用「骨架动作+画面动作」双引擎分析,暴雨车站里《我和我的祖国》的乐声让语法练习有温度,契合「冷静面对灾害」的文化目标;结对讲述八问成篇,scared but calm 的价值导向不渲染恐怖;词汇四词串语篇背景,grading 去 e 加 ing 与 was/were 单复数为易错点,当堂闭环。 学科网(北京)股份有限公司 $