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Unit 3 单元备课
一、内容分析 课程标准 1.熟练掌握现在分词和动词过去式构成规则，明确两种时态区别与联系。 2.能恰当运用过去进行时结构进行表述和提问。 德育教育 通过对马丁.路德.金和9.11事件的了解学习美国民权进程，培养正确人生观、价值观。
二、学生情况分析 初二学生已经学过现在进行时，在此基础上学习过去进行时相对容易一些，但两种时态不同的时间状语及be动词变化可能会容易出错，when/while从句更是一大难点。
三、 教学目标 语言目标: 能运用过去时态描写过去发生的事情 重点词汇： rainstorm, suddenly , go off , pick up , strange, report, area, wood, light, window, match, beat, heavily, against, asleep, fall asleep, die down, rise, , passage, pupil, bright, , bell, completely, in silence, recently, date, tower, at first, realize, truth 重点句型：1. What were you doing at eight last night I was taking a shower. 2. What was she doing at the time of the rainstorm She was doing her homework. 3. What was he doing when the rainstorm came He was reading in the library when the rainstorm came. 技能目标1．掌握过去进行时和现在进行时、一般过去式区别与联系。 2. 能听懂有关过去发生事件，能简单描写过去发后的事件。 德育目标 能过学习本课，培养学生在困境中互帮互助的品质
四、教学重、难点 1.when, while引导的时间状语从句中的过去时和过去进行时。 2. 过去进行时和现在进行时、一般过去式区别与联系。 3.现在分词和动词过去式的构成。
五、重、难点突破方法 1.做好语境的创设和铺垫。 2.利用话题思维导图进行单元整合。 3.利用典型的训练让学生抓住问题关键，学会对比和分析。
六、课时划分 共用 8 课时
七、作业 必做作业：课本、练习册相关题目。 选做作业：3a的文章背诵。 探究实践性作业：对马丁.路德.金和9.11事件作相关调查了解。
Lesson 1
课题 The new words of Unit3 and grammar 课型 新授课
学习目标 1. Grasp the pronunciation of the new words 2. Learn the new words by heart. 3. Grasp the special uses of the key words
重、难点 1. How to read the new words correctly. 2. How to use the new words in the conversation.
学习过程 问题与活动设计（教师活动） 学生活动 设计意图
情境创设 出示不同场景图片以及与此有关的对话内容 学会用英语来进行对话交流
学习过程 Step I自主预习5’ 1.学生自主拼读单词 2.找出生词所在的短语理解记忆。 Step II 合作探究 10’ 1 互查单词的读音。 2 heavy---heavily sudden---suddenly fall asleep fall ill wind---windy ice---icy silent---silence important--- importance different---difference confident---confidence Step III 展示交流 10’ 让部分学生在同学面前朗读单词，同学纠正。 老师纠正部分同学的发音。 Step IV精讲点拨 10’ l. begin 过去式：began 名词：beginning 短语：at the beginning of At the beginning of this term, I made a decision to work harder than before. heavy是形容词，heavily 是副词，总的一个原则：形容词修饰名词；副词修饰动词。例如：yesterday the rain was very heavy. Yesterday it rained heavily. 4.against 的用法： against的用法1. 表示“反对”，其反义词为 for。若表示“强烈反对”，一般用副词 strongly：Are you for or against the plan 你对这个计划是赞成还是反对呢 Public opinion is strongly against his visit to the country. 舆论强烈反对他访问这个国家。 表示“反对”，经常同那些与之含义相关的动词连用 (如：fight, struggle, protest, argue, guard等)： The soldiers fought against the enemy bravely. 士兵们勇敢地打敌人。 He struggled against those who opposed his plan. 他同那些反对他的计划的人作斗争。 2. 表示位置，意为“靠着”、“顶着”、“迎着”、“衬着”等： The teacher’s desk is against the wall. 老师的办公桌靠墙放着。 He stood leaning against the tree. 他站着斜靠在墙上。 The red flag looks very bright against the blue sky. 红旗在蓝天的衬托下显得十分鲜艳。 3. 注意 against 是介词，不是动词，将其用作动词是错误的：正：I leaned against the wall. 我斜靠在墙上。正：I’m against his idea. 我反对他的意见。误：I against the wall. / I against his idea. 5.real; really; reality; realize true; truly; truth; trust. 1.学生自主拼读单词 2.找出生词所在的短语 理解记忆。 3. 利用多媒体技术，借助ppt展示英语音标，训练学生的自然拼读能力。 4. 通过集体订正，纠正发音，帮助孩子们有正确的发音。 5. 学生对老师所讲的拓展内容记笔记，并在小组内互相讲解，力求掌握。
达标反馈 10’ 1.It rained ____________ (heavy) yesterday. 2.He ran a__________ the wind. 3.My parents were c_________ shocked. 4.Kate r_________ her dog was still at home. 5.I was in the k__________ to help my mum.
作业设置 1.必做：熟读单元所有单词并背诵第一部分。 2.选做：背诵后面部分单词。
板书设计
教学反思
Unit 3 Lesson 1
课题 Section A 1 (1a -2d) 课型 New
学习 目标 知识 目标1. 学习并掌握下列单词及常用表达： rainstorm, alarm, go off, begin (began), heavily, suddenly, pick up , strange be busy doing, so… that, wake up, go off, pick up, wait for, look for, at the time of … 3. 能熟练掌握并使用下列重点句式： 1）—What was the girl doing at the time of the rainstorm —She was … 2）—What were you doing last night — I was ... 能力 目标通过听说训练，学会运用过去进行时态，谈论过去的事情或讲述过去的故事。情感 目标 通过本课的学习，培养学生在困难面前互帮互助的优良品质。
重、难点 正确使用过去进行时态，谈论过去的事情或讲述过去的故事。
学习 过程 问题与活动设计（教师活动） 学生活动 设计意图
情境 创设 复习现在进行时：5’ (1) Show the four pictures and make dialogues. T: What is he doing Ss: He’s …doing the homework /reading in the library (2) 总结现在进行时的构成：is/ am/ are + doing… (3) 总结现在分词的构成： 一般：waiting, studying, playing 去e：moving, having 双写：running, shopping 通过对现在进行时的复习，在了解其结构 和用法基础上自然衔接新时态—过去进行时。
学习 过程 Step I 自主学习 10’ 检查单词预习情况：教师结合学生读的状况，适当领读，并帮助学生正音。教师根据构词法知识，帮助学生识记单词。 rainstorm, alarm, go off, begin (began), heavily, suddenly, pick up 2．复习检查 通过检查“新知预习”内容，检查预习效果。 Step II 合作探究 10’ Ask the Ss “It’s 8:15. What are you doing now ” and guide them to answer “We are having an English class.” Then ask the Ss “What were you doing at this time yesterday ” Let the Ss look at the class table and try to answer: We were having a … class. (1) 过去进行时的构成：was/ were doing (2) 过去进行时表示在过去某一时刻或一段时间正在进行的动作。 Step III 展示交流---交际性操练 (Communicative Drills) Make conversations in pairs. Ask some Ss what they were doing at this time yesterday and fill in the blank. NameS1S2S3S4Things
A: What were you doing at this time yesterday B: I was … Step IV 点拨升华 10’ while (表示两件事同时发生)当…的时候，在…时 I thought I heard him come in ____ we were having dinner. while(表示某一件事是在另一件事发生过程中的某一时间点发生的)当…的时候，在…时 "I'm going to the post office." "_____ you're there can you get me some stamps " while却;但是;然而 The first two services are free, _____ the third costs 35.00. 前两项服务免费，但是第三项服务要花35英镑。 The phone rang ____ I _____ ____ the dishes. 当我在洗餐具的时候，电话响了。 Tom is very outgoing and confident ____Katy's shy and _____.汤姆外向又自信然而凯特腼腆又文静 跟读单词，纠正发音并 反复强化。对构词法知识尽力掌握以便帮助理解记忆单词。 1a Look at the 4 pictures and match the statements with the people in the picture. 1b Listen to the TV report twice and circle the correct responses. 1c Talk about what the people in 1a doing at the time of the rainstorm 2a Listen and number the pictures [1-5] Answers: 41532 2b Listen again and fill in the blanks in the sentences in 2a. 4 was, looking 1 woke 5 ate 3 was waiting 2 ran 2cUsethe information in 2a to retell the story 2d 1) Listen to the conversation and answer the following questions. 2) Role-play the conversation.
达标 反馈 10’ 单项选择 1.They _____ a TV show at this time yesterday. A. watch B. watched C. were watching D. are watching 2.The door bell rang _____ I was doing my homework. A. while B. before C. until D. after 3.It’s impolite to cut in line when you ____ a bus at the bus stop. A. look for B. wait for C. care for D. ask for 4.—It snowed ____ last night. Is everyone in our class today — Yes, and none of us was late for school this morning. A. heavy B. heavily C. big D. small
作业 设置 1.必做：1. 口头作业：朗读或背诵录音材料，体会过去进行时的含义和用法。 2. 书面作业：1）记忆所学单词、短语或重点句型。2）Finish off the exercises . 2.选做：Preview the new words of 3a-3c.
板书 设计
教学 反思
Lesson 2
课题 Section A 2 (3a-3c) 课型 New
学习目标 知识 目标1. 学习并掌握下列单词及常用表达： storm, wind, light, report, area, wood, window, match, beat, against, asleep, rise, fallen, make sure, fall asleep, in a mess, clean up 2. 能熟练掌握并使用下列重点句式： 1）With no light outside, it felt like midnight. 2) It was hard to have fun with a serious storm happening outside. 3. 学会过去进行时态的构成和用法。能力 目标通过阅读训练，学会运用过去进行时态，谈论过去的事情或讲述过去的故事。情感 目标通过本课的学习，培养学生在困难面前互帮互助的优良品质。
重、难点 正确使用过去进行时态，谈论过去的事情。
学习过程 问题与活动设计（教师活动） 学生活动 设计意图
情境创设 Ask and answer the following questions: Can you describe what a rainstorm is like How do you feel when the rainstorm comes 根据已知学习未知，增强知识的衔接，减小学习难度。
学习过程 Step I 自主学习 5’ 1．检查单词,教师结合学生读的状况，适当领读并帮助学生正音。教师根据构词法知识，帮助学生识记单词。 听写单词—反馈—利用构词法再记忆。 2.复习过去进行时： (1) Show the 3 pictures with PPT and let the Ss make conversations about what the people were doing. T: What was he doing Ss: He was … Step II 合作探究 10’ 1. 速读 (Fast Reading) Read quickly and find the answers to the questions: (1) What was the weather like before the heavy rain started (2) What was the neighborhood like after the storm 2. 精读 (Intensive Reading) Read the passage carefully and check the things that happened in the story. (3b) 3. Ask to read again and fill in the blanks. Step III 展示交流 10’ Ask to retell the passage according to the questions. (1) What was the weather like (2) What were the people doing before the rainstorm (3) What were the people doing after the rainstorm Step IV 点拨升华 10’ light light noun光；光线；光亮 It was difficult to see in the dim light. 光线很昏暗，看不太清楚。 the light of the moon light noun（电）灯 She could see the city lights in the distance. light adj. 轻的；轻便的；不太重的 Carry this bag—it's the lightest. 你拿这个包—它最轻。 light adj.充满亮光的；明亮的； light summer evenings. 天色明亮的夏日黄昏 The windows let fresh air and ____ into the room. 窗户让新鲜空气和光线进来。 The _____ suddenly went out.这些灯突然熄了。 主动识词拼读，就读错的单词及时找出错误原因并学会应用构词法知识。 Do conversations in pairs. 设计目的 给学生提供在读的过程中寻找特定信息的能力训练。 朗读 (Loud Reading) 1) Read after the tape twice. 2) Read the passage by themselves. 3)Discuss the questions with a partner. What things can bring people closer together How can we help each other in times of difficulty Give an example. 阅读填空设计目的 在读的基础上，空出重点让学生完成有目的、抓重心的阅读策略。 通过复述练习使用目标语言。 听明白、记清楚、用准确 light作为常用词在本单元提出集中讲练帮助同学形成知识体系化。 把首字母作为重点随堂检测内容就因为在平时出错较多，结合检测，培养做题方法。
达标反馈 10’ 太阳升起的时候，我们正在锻炼。 We _____ _______ sports when the sun ____. 这块木头太重，请帮帮我。 The ____ ___ ______is too heavy. Help me, please. The sun gives us l____ and heat. The table is made of w_____. The sun r____ in the east. I can feel the w_____ blowing on my face. I’m against _____(build) bridge over the river.
作业设置 1.必做：口头作业：朗读或背诵课文，体会过去进行时的含义和用法。 书面作业：1）记忆所学单词、短语或重点句型。 2）Finish off the exercises in tongbu.. 2.选做：Preview 4a-4c.
板书设计 Section A 3a—3c
教学反思
Lesson 3
课题 Section A 3 (Grammar Focus-4c) 课型 New
学习目标 知识 目标1. 能正确使用以下常用表达： icy, kid, have a look ,because of, have a look, car accident, turn on 2. 能熟练掌握并使用下列重点句式： 1）While I was making my breakfast, my brother was listening to the radio. 2) The road was icy because of the heavy snow from the night before. 3. 学会过去进行时态的构成和用法。能力 目标 通过阅读训练，学会运用过去进行时态。情感 目标 通过本课的学习，加强学生的安全教育，增强自我安全保护意识。
重、难点 正确使用过去进行时态，谈论过去的事情或讲述过去的故事。
学习过程 问题与活动设计（教师活动） 学生活动 设计意图
情境创 设 Make a comparison between the two tenses. 时态现在进行时过去进行时用法表正在进行的动作表过去某个时刻正在进行的动作结构is/am/are + doingwas/were + doing例句I am having an English classI was having an English class.
通过两种时态概念、结构和用法的对比分析找出明显的区别 找到知识之间的联系，把知识掌握更清晰、牢固。
学习过 程 Step I 自主学习 5’ Ask to read Grammar Focus quickly and find the rules: 总结过去进行时的用法 (1) 过去进行时的构成：was/ were doing (2) 表示在过去某一时刻或某一段时间正在进行的动作。 Step II 合作探究 10’ 1.4a Ask to look at the table and write sentences with both while and when. (2) While John was playing the piano, Mary left the house. John was playing the piano when Mary left the house. (3) While John was cleaning his room, Mary turned on the radio. John was cleaning his room when Mary turned on the radio. (4) While John was shopping, Mary took the car to the car wash. John was shopping when Mary took the car to the car wash. Step III 展示交流 10’ 4c What were you doing at these times last Sunday Fill in the chart. Then ask your partner. Step IV 点拨升华 10’ 1.探究when 与while的区别： when和while都表示“当……时候”的意思，其中when引导的时间状语从句的动作不延续，常用一般过去时态，while引导的时间状语从句的动作延续，常用过去进行时态。 I was doing my homework last night when it rained. The bell rang while Mom was listening to music. With no light outside, it felt like midnight. with 表示一种伴随状况，同时还有某种因果关系。可译为“由于，因为”。 读句子，自己发现规律。 1）Fill in the blanks with was, were, when or while. Answers: While, was, was, While, When, was, was, were 2）Read the passage carefully and retell it in pairs. 先完成对话，同时做好笔记，之后填完表格并写成小文章，组内交流纠错，每组一位代表全班展示。 结合例句和老师的讲解做好记录，找准二者关键区别，及时练习巩固。 设计目的 练习使用while和when 通过填空的练习把一般过去 和过去进行时态掌握得更扎实一些。
达标反 馈 10’ 用动词的适当形式填空 While we __________ (wait) for the bus, a girl __________ (run) up to us. I __________ (telephone) a friend when Bob __________ (come) in. It was quite late at night. George __________ (read) and Amy __________ (watch) the movie Now You See Me when they __________ (hear) a knock at the door. I _____ (have) my breakfast at half past six yesterday morning. Mary _____ (go) over her lessons from six to seven last night. John and peter ____________(do) the same thing.
作 业设 置 1.必做：口头作业：朗读或背诵课文，体会过去进行时的含义和用法。 书面作业： 1）记忆所学单词、短语或重点句型。 2）Finish off the exercises in peitao. 2.选做：Preview Section B.
板书设 计 Section A Grammar Focus—4c
教学反 思
Lesson 4
课题 Section B 1 (1a-1d) 课型 New
学 习目 标 知识 目标1. 能正确使用以下常用表达： realize领会；认识到make one’s way费力地前进；by the side of … 3. 能熟练掌握并使用下列重点句式： When the competition started, Kate was making her way to school. While I was running back home, I saw a dog by the road and it was hurt.能力 目标通过听说训练，学会运用过去进行时态，谈论过去的事情或讲述过去的故事。情感 目标 通过本课的学习，培养学生热爱动物的优良品质。
重、难点 正确使用过去进行时态，谈论过去的事情或讲述过去的故事。
学 习过 程 问题与活动设计（教师活动） 学生活动 设计意图
情境创 设 Think of a time when you were late for or couldn’t go to an event and then tell your partner the story. Including: What was the event What was the reason why you were late or couldn’t go 通过故事叙述在练习使用目标语言 同时学会自己组织语言材料，学以致用。
学习过 程 Step I 自主学习 5’ 检查单词预习情况：教师结合学生读的状况，适当领读，并帮助学生正音。 Step II 合作探究 10’ Ask to listen and write short answers to the questions. 1b Listen again. Number the event [1-6] in the order they happened. 1c 4 2 6 1 5 3 Step III 展示交流 10’ 1.Ask to talk about why Kate missed the school basketball competition. Student A begins a sentence with while or when. Student B completes the sentence. 1d 2. Ask to read the conversation and answer the following questions. 1) Why didn’t Kate pick up the phone when John called her She left her phone at home. 2) When the basketball competition started, what was Kate doing She was making her way to school. 3) When I got to the bus stop, what did Kate realize Her bag was still at home. 4) While Kate was running back home, what did she see A dog by the side of the road. 5) Who did Kate call to save the hurt dog The Animal Helpline. Step IV 点拨升华 10’ Make a story according to the conversations. Kate left home late yesterday, so when the school basketball competition started, she was making her way to school. When she got to the bus stop, she realized her bag and phone were still at home. While she was running back home, she saw a dog by the side of the road and it was hurt. Because she left her phone at home, so she had to waited for someone to walk by and used his phone to call the Animal Helpline. Though she wasn’t there to cheer John on, she was happy that John’s team won. 准确识读并及时找到出错原因，学会利用发音规律识记单词。 1b-1c设计目的 To give Ss practice in listening for main idea and specific information. 1b听第一遍，回答所给出的问题。 1c听两遍材料，按顺序排序并小组 交流答案，纠错。 根据老师出示的答案再听一边材料 找出问题所在。 1d设计目的 To give Ss practice in using the target language in speaking. 点拨设计目的 把零散的语言知识形成完整的文章，既能考查大家对语言知识的灵活应用能力，又会在应用过程中发现不足并及时改错，提升能力。 先独立完成，后组内分享纠错，再 全班展示。 换角色完成问答练习，让每个人都 有平等的运用目标语言的机会，使练习更充分
达标反 馈 10’ I m _____ the start of the exam because my bus was late. Kate r______ her bag was still at home. 如果不赶快，你会赶不上火车 You'll _____your train ___ you don't hurry up. 他们开车旅游欧洲。 They travelled across Europe ___ ___.
作业设置 1.必做：口头作业：朗读或背诵录音材料，体会过去进行时的含义和用法。 书面作业：1）记忆所学单词、短语或重点句型。 2）Finish off the exercises in peitao. 2.选做：Preview the new words of 2a-3b.
板书设 计 Section B 1a—1d
教学反 思
Lesson 5
课题 Section B (2a-2e) 课型 New
学习目标 知识 目标1. 学习并掌握下列单词及表达： passage, pupil, completely, shocked, in silence, take down, terrorist, date, tower, at first, truth，in silence, take down 2. 能熟练掌握并使用下列重点句式： 1）Dr. Martin Luther King was killed. 2）We were eating dinner when we heard the news on the radio. 能力 目标通过阅读训练，学会运用过去进行时态，谈论过去的事情或讲述过去的故事。情感 目标通过本课的学习，培养学生崇尚自由民主、热爱和平的意识。
重、难点 正确使用过去进行时态，谈论过去的事情或讲述过去的故事。
学习过程 问题与活动设计（教师活动） 学生活动 设计意图
情境创 设 Look at the pictures and title in the passage. What do you think the passage is about What were you doing when Dr. Martin Luther King was killed What were you doing when World Trade Center in New York was taken down by terrorist
学习过 程 Step I 自主学习 5’ 听写单词——反馈——利用构词法再记忆。 Step II 合作探究 10’ 1. 速读 (Fast Reading) Ask to read the passage quickly and find the answers to the questions: (1) What are the two events in the passage (2) When did they happen 2. 精读 (Intensive Reading) Ask to read the passage carefully and judge the following information. (2c) 1.F 2.F 3.T 4.F 5.T 3. 朗读 (Loud Reading) 1) Read after the tape twice. 2) Read the passage by themselves, and then give some of them show time. Step IV 点拨升华 10’ rest n. 休息； You need enough rest.你需要充足的休息。 2) rest n.剩余部分 The beginning was boring, but the rest was very interesting.开端很乏味，但其余很有趣。 She lived ___ _____ of her life in England.她在英国度过了余生。 She ate ___ _____of the candy. 她吃掉了剩余的糖果。 _______ the rest away.把剩下的丢掉。 3）rest v. 休息; 歇息 He plans to rest for two weeks.他计划休息两周。 take down 短语动词 a. To take apart拆掉；拆卸；摧毁 take down a building拆除建筑。 b. To put down in writing写下；记下 took down some notes记下一些笔记 He _____ her phone number ____ on a napkin.他在餐巾纸上记下了她的电话号码 They will_____ ______the Christmas tree.他们将拆掉圣诞树 c. 取下；拿下She took the books down from the shelf. Make a story according to the conversation in B 1b1c and tell them to your partner. Test your partner how much you remember about the events in the passage. 1) When did Dr. Martin Luther King die 2) What was Robert Allen doing when Dr. Martin Luther King was killed 3) When was the World Trade Center taken down 4) What was Kate Smith doing when the World Trade Center was taken down 2）Read and then retell the story. 1) Answers: was, joined, practiced, came, help, arrived, was, called, went, was playing, sat, was waiting, heard, was beating, won, was 总结：While + 从句（过去进行时态/ 持续动作） When + 从句（一般过去时态/ 不持续动作
达标反 馈 10’ Please give your name, address and d____ of birth .请报姓名、地址和出生日期。 ____ _____, he seemed surprised by my questions. 起初，他似乎对我的问题感到惊讶。 The birth of her first grandchild gave new ___________to her life.(意义) The article explains the t______ about global warming.(真相) If at first you don't s______, try, try again.一次不成功就反复尝试。
作业设置 1.必做：口头作业：朗读或背诵课文，体会过去进行时的含义和用法。 书面作业： 1）记忆所学单词、短语或重点句型。 2）Finish off the exercises in tongbu. 2.选做：Preview 3a-3c.
板书设 计 Section B 2a—2e
教学反思
Lesson 6
课题 Section B (3a-selfcheck) 课型 New
学习目标 能正确使用过去进行时描述过去发生的重大事情。
重、难点 正确使用过去进行时态，谈论过去的事情或讲述过去的故事。
学习过程 问题与活动设计（教师活动） 学生活动 设计意图
学习过 程 Step I 自主学习 5’ 学生首先确定一件自己经历的重大事件，独立完成3a的表格。 Step II 合作探究 10’ Write a short story about the important event in 3a.try to write three paragraphs. Then work in groups and find out each other’s mistakes. Step III 展示交流 Self Check 10’ When students finish 1and 2.check in groups. Step IV 点拨升华 10’ Let students sum up the use of when and while. 如遇到不易表达的单词可以请教老师。 书面表达要确保时态的正确性。 学生先自己总结
达标反 馈 10’ Fill in the blanks: When I _____ (be) in the sixth grade, I _____ (join) a piano competition. I _____ (practice) for four hours every day and my piano teacher _____(come) three times a week to ____ (help) me. Then the big day finally ____(arrive) I _____ (be) so nervous when they _____ (call) my name.
作业设置 1.必做：<配套> section B part I II and III. 2.选做：复所做的题，准备检测。
板书设 计 Section B 3a—self-check
教学反思

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