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课 题 Unit 5 Nature's Temper Section A 4a-4d教案 年 级 八 课 时 第四课时
教学目标 1.掌握过去进行时的结构、意义及基本用法。能够区分并正确使用 when 和 while 引导的时间状语从句。能够运用所学语法描述不同情境下正在发生的动作。 2.学会通过观察例句归纳语法规则。掌握小组合作学习的技巧，共同完成对话创编任务。 3.通过讨论自然灾害（如龙卷风、台风），提升学生的自然安全意识。培养学生在面对突发状况时的冷静应对态度。
教学重难点分析 教学重点: 区分 when 和 while 的用法。 描述不同情境下的动作。 教学难点: 在口语和写作中准确、得体地运用过去进行时。
教学环节
Step 1: Warm-up and Lead-in 1. Material presentation: Play short video clips of a tornado and a typhoon. Show pictures and ask: "What were the people doing when the tornado hit " 2. Vocabulary background: Write core words on the blackboard (tornado, typhoon, storm, heavily) and teach students to read them. 3. Lead out the topic: Use students' simple answers to introduce the "past continuous tense" and "when/while". Design purpose：Try to make students use complete sentences to answer the question. Step 2: Grammar Focus 1. Analyze example sentences: Show example sentences from the "Grammar Focus" section. Ask students to underline verbs that show continuous actions (e.g., were doing, was travelling). 2. Group discussions: Ask questions and let students find the answers in groups: ① What's the structure of the past continuous tense ② What's the difference between when and while 3. Summarize the rules together: ① Past continuous tense: was/were + doing. ② 'When' is followed by short/instantaneous actions, while 'while' is followed by continuous actions. After analyzing the sentences, show the questions on the blackboard and have a discussion. Step 3: Practice 1. Complete 4b: Ask students to make up sentences using when/while. The teacher patrols and selects good examples. 2. Real-time feedback: Explain the way to distinguish "short" vs. "continuous" actions. Step 4: Reading & Writing Finish 4c: Ask students to complete the passage by themselves, choosing "was/were" or "when/while" according to the context. Check answers by inviting students to read the whole passage and correcting errors in tense and conjunctions. Step 5: Oral Output 1. Assign the task (4d): Divide students into two groups and ask them to make up conversations. 2. Prepare: Give students 3 minutes to prepare. The teacher assists them. Try to control the time length of this oral output part. Step 6: Summary & Homework 1. Ask students to summarize the key knowledge points. 2. Recite the key grammar rules.
作业布置 1. Ask students to summarize the key knowledge points. 2. Recite the key grammar rules.
板书设计 Unit 5 Nature's Temper (Section A 4a-4d) I did my homework. The typhoon landed on the coast. The power went out. My father and I made dinner. Kate wrote a letter. Her brother called to warn her of the storm. My parents packed the supplies. I moved our things off the floor.
教学反思 在本节课中，学生通过观察例句、小组讨论，主动归纳并总结了语法规则，这比传统的教师直接讲授更能加深他们的理解。大部分学生能够掌握过去进行时的基本结构以及 when 和 while 的核心区别。然而，在实际的口语输出环节（4d），部分基础较弱的学生在快速反应和组句时仍显吃力，容易出现时态混淆的情况。 这提示我在今后的教学中，需要为不同层次的学生搭建更细致的“脚手架”。例如，在口语活动前，可以提供更多的句型模板或关键词汇支持，降低开口难度。同时，应增加更多的机械性操练环节，确保学生在进行意义操练前，对语法形式已经足够熟练。“熟能生巧”在语法教学中依然是真理，只有基础打牢了，语言的流利输出才有可能实现。此外，对于课堂时间的把控也需要更加精准，留给学生展示和反馈的时间略显仓促。

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