【正文】 g strategy.Ss: The title can be helpful for you to undestand a text. It’s a good idea to read the first sentence of each paragraph before you read.1. Ask Ss to look at the title and think about what is the passage about.2. Ask Ss to underline the first sentence of each paragraph.3. Explain some useful phrases: have fun/in silence/ take place/in space/hear about/as…as4. Find out the dates when some important events happened.5. Questions: 1) What do many American people remember? Why?2) Where was Martin Luther king killed?3) What was Robert Allen when Martin Luther King was killed?4) What was he doing when he heard the news?5) What did their teacher ask them to do then?6) Who destroyed the World Trade Center? Was that a terrible event in history?7) Who became the first Chinese astronaut in space?8) What did he do in space?9) What did he became when he returned?教學(xué)設(shè)計說明:指導(dǎo)學(xué)生讀閱讀策略，讓學(xué)生明白掌握這些策略的重要。通過找中心句讓學(xué)生初步了解短文。找出重要事件發(fā)生的時間進(jìn)一步讓學(xué)生理解短文。通過9個問題讓學(xué)生對短文掌握得更好。Step7Reading.(Section3 After you read)1.(3a) Match the dates with the events.2.(3b) Write about an event that you remember well. Give dates and say why you remember it, and what you were doing at the time when you heard the news.Step7Reading.( Section4 Go for it)1. Do you think something good can e out of something terrible? Discuss this question in your can terrible events bring people together?2. If time permits, have a quiz.See how good your memory is for dates and events in history.Divide the whole class into two groups. Each team thinks of 5 questions. You must know the answer. Then ask and answer the questions in turn. Which team knows more?Step 8 HomeworkNext class we39。ll learn the reading are many new words and hope hou can read the new words and learn them by class I39。ll ask you to read the new words first.Step9 Blackboard DesignUnit 3 What were you doing when the UFO arrived?Students39。 sentences教學(xué)反思在完成《新目標(biāo)英語》八年級下冊第三單元的教學(xué)中，我是以新課程理念為依據(jù)進(jìn)行教學(xué)設(shè)計和課堂活動的。通過對教材的理解我確立了以培養(yǎng)學(xué)生語言知識、應(yīng)用能力、文化意識和學(xué)習(xí)策略為中心的教學(xué)目標(biāo)，充分體現(xiàn)了為學(xué)生全面發(fā)展和終生發(fā)展和學(xué)習(xí)奠定基礎(chǔ)的原則；目標(biāo)層層遞進(jìn)，并貼近生活，具有可實踐性。作為本單元的教學(xué)反思，我想談?wù)勛约涸诮虒W(xué)過程中比較滿意的地方，以及自己的教學(xué)不足。在教學(xué)過程中，我采用了結(jié)隊合作評價的教學(xué)手段，立足根本，從學(xué)生的實際出發(fā)，注重學(xué)生長遠(yuǎn)的發(fā)展。一、 語法方面雖然目前英語教學(xué)淡化語法的地位，但在實際操作過程中，這一部分不可或缺。在本單元中，首次出現(xiàn)了過去進(jìn)行時態(tài)的用法，在口語運用方面，可以以模仿為主，可以通過日常對話在復(fù)習(xí)現(xiàn)在來描述日常活動同時,然后引入過去進(jìn)行時態(tài)，通過口語練習(xí)來找出他們的聯(lián)系和區(qū)別，效果非常好。二 、 口語交際方面在平時的教學(xué)中，我們應(yīng)該重視聽說訓(xùn)練，嘗試讓學(xué)生在口語運用中學(xué)會表達(dá)他們的個人意見，抒發(fā)個人情感。因此，在第三單元中，功能話題是的使用現(xiàn)在進(jìn)行時來描述日常活動 。這與學(xué)生的個人生活息息相關(guān)，只要引導(dǎo)得當(dāng)，極易激發(fā)學(xué)生的興趣，開展關(guān)于這一話題的討論。在準(zhǔn)備上課時我主要重點從以下幾個方面入手：1. 讓學(xué)生看課本封面的四幅畫面 (一男學(xué)生在笑 ,一女學(xué)生在笑,兩個女孩在打電話 ,一男生和一女生在看書 )然后向?qū)W生提問：（1）What 39。s he doing ?（2）What 39。s she doing ?（3）What 39。re they doing ?2. 引導(dǎo)學(xué)生到實際情況問一男學(xué)生：請問你在做什么? → What are you doing ?學(xué)生可能回答：我在聽你說話。 → I am listening to you .告訴全班同學(xué) ：他在聽我說話。 → He is listening to me .和另一個女生重復(fù)操練這一個句型，然后嘗試用現(xiàn)在進(jìn)行時和全班一起操練不同的人稱。有了良好的開端，課文的對話教學(xué)就順暢了許多。3 .在教學(xué)Section A 時，根據(jù)圖片進(jìn)行任務(wù)練習(xí)任務(wù)1 : 談?wù)摦?dāng)飛碟到達(dá)的時候人們在做什么. 為了讓工作更容易做,教師點著圖中的剪頭發(fā)的人問: 當(dāng)飛碟到達(dá)的時候他在做什么。任務(wù)2 : 學(xué)生小組操練上述的對話。并讓一些學(xué)生來展示他們的對話過程。任務(wù)3 : 學(xué)生嘗試把他們所講的句子在練習(xí)本上寫出來。三、不足之處在教學(xué)過程中，使用小組合作評價方式我收獲很大，但也有許多不足，例如：學(xué)生的參與度不均衡一節(jié)課下來，大部分學(xué)生都能積極投入到課堂教學(xué)中來，并積極舉手發(fā)言。課堂氣氛比較活躍，調(diào)動了大部分學(xué)生聽課的積極性，因此合作教學(xué)對提高學(xué)生實際的語言交流能力、以及與他人的合作能力有很大的促進(jìn)作用。而另有一些學(xué)生卻習(xí)慣于當(dāng)聽眾，被動地接受別人的觀點。很少發(fā)表自己的個人意見，也就是說在小組合作學(xué)習(xí)中學(xué)生的參與度不均衡，而這部分學(xué)生主要是學(xué)習(xí)困難生。個別學(xué)生的合作不主動教師在開展教學(xué)活動時，個別小組出現(xiàn)冷清的場面，這些學(xué)生只顧自己獨立思考，停留在獨立學(xué)習(xí)的層次上，沒有發(fā)揮合作學(xué)習(xí)的優(yōu)勢，使合作流于形式。因此作為教師既要注意到每個合作小組成員的合理編排，又要注意到自己教學(xué)內(nèi)容的設(shè)計、話題的趣味性以及如何把學(xué)生的積極性真正的調(diào)動起來。沒有給學(xué)生足夠的時間進(jìn)行分角色口語練習(xí)新課改注重學(xué)生是課堂的主人，應(yīng)該給學(xué)生足夠的時間去交流，從而提高口語交際能力，以后在整堂課安排同時應(yīng)該布局合理緊湊。通過對本單元的教學(xué)反思，我從中領(lǐng)悟到了一種思想，一種理念，那就是優(yōu)化課堂教學(xué)，提高課堂效果。我要以此作為我的教學(xué)思想，指導(dǎo)我下一步的教學(xué)工作。過去進(jìn)行時過去進(jìn)行時的定義過去進(jìn)行時常表示過去某一時刻或過去某一階段內(nèi)正在進(jìn)行的動作。過去進(jìn)行時的構(gòu)成過去進(jìn)行時是由be動詞的過去式was/were＋現(xiàn)在分詞構(gòu)成。過去進(jìn)行時的基本句型肯定式疑問式否定式I was workingWere you working?I was not workingHe / She / it was working.Was he / she / it working?Yes, he / she / it was.No, he / she / it wasn39。t.He / she / it was not working.We were working.Were we working?We were not workingYou were workingWere you working?You were not workingThey were workingWere they working?They were not working４過去進(jìn)行時的基本用法，常和表過去的時間狀語連用，如：I was doing my homework at this time 。They were expecting you 。, the next moment, in minutes, minutes later等時間狀語連用，表示一個新的動作剛剛開始。如：Soon the whole town was talking about 。，這種用法常用在口語中。如： Have you finished your homework, Mary? 瑪麗，你作業(yè)做完了嗎？ No, I was helping my mother is the kitchen all day ，我昨天一天都幫媽媽在廚房干活。如：I hurt my leg when I was riding a 。，這時be動詞was/were要重讀。如：I was writing him a letter this morning and forgot all about it .我本該今天早上給他寫信的，后來全給忘了。I was seeing her tomorrow. 我本來打算明天會見她。He was watching the play yesterday, but he was too busy. 他昨天本來要看那場戲的，可是太忙了。5 一般過去時和過去進(jìn)行時的區(qū)別（1）一般過去式常表示在過去某時發(fā)生的動作或存在的狀態(tài)（包括過去習(xí)慣動作），常與一般過去時連用的時間狀語有just now, a moment ago, yesterday, last week(month, year), the day before yesterday及表示過去的時間狀語從句。如：I was sixteen yesterday old last 。He worked in a factory in 。I met her in the street the day before 。He often swam in the river when he was 。（2）過去進(jìn)行時表示過去某一段時間或某一時刻正在進(jìn)行的動作。常與之連用的時間狀語有，at that time/moment, (at) this time yesterday (last night/Sunday/week...), at+點鐘+yesterday (last night / Sunday...)，when sb. did sth等時間狀語從句。What were you doing at seven . yesterday?昨天晚上七點你在干什么？I first met Mary three years ago. She was working at a radio shop at the ，當(dāng)時她在一家無線電商店工作。I was cooking when she knocked at the 。（3）一般過去時往往表示某一動作已經(jīng)完成，而過去進(jìn)行時卻表示動作在持續(xù)或未完成。如：I saw you while you were speaking to the 。注意：有的過去時間狀語既可用于一般過去時，也可用于過去進(jìn)行時，但含義不同。如：She wrote a letter to her friend last 。（信寫完了）She was writing a letter to her friend last 。（信不一定寫完）一、過去進(jìn)行時的時間狀語 和while引導(dǎo)的狀語從句中，強(qiáng)調(diào)某個動作正在進(jìn)行的過程中時要用進(jìn)行時態(tài)，while表示一段時間，因此它所引導(dǎo)的狀語從句中，謂語動詞常用進(jìn)行時態(tài)，如：When/While we were having supper, the light went 。，主句常用進(jìn)行時態(tài)，從句則用一般過去時，表示主句動作發(fā)生的過程中，另一個意想不到的動作發(fā)生了。如：I was walking in the street when someone called 。二、下面幾種情況不用一般過去時而要用過去進(jìn)行時：1. 表示過去某一階段暫時性的習(xí)慣動作時。如：Tom was getting up at six o39。clock every day that 。2. 與always連用表示贊美，厭煩等感情色彩時。如：John was always ing to school 。Lei Feng was always doing good deeds for the 。3. 用來描寫故事發(fā)生的情景時