Unit 5 What were you doing when the rainstorm came.docx
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Unit 5 What were you doing when the rainstorm came.docx
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Unit5Whatwereyoudoingwhentherainstormcame
Unit5Whatwereyoudoingwhentherainstormcame?
Teachingaims
1.Words:
rainstorm,suddenly,alarm,strange,storm,wood,beat,heavily,pupil,bell,date,
tower,realize,truth.
2.when,while引导的时间状语从句。
3.学习过去进行时态。
4.利用知识谈论过去发生的事情。
5.复习过去式,学会讲故事。
6.了解一些自然科学知识和社会科学知识。
Teachingimportantanddifficultpoints
1.when,while引导的时间状语从句。
2.学习过去进行时态。
Teachingmethods
atape-recorder,cards,多媒体等。
Period1SectionA(1a—2d)
Teachingaims:
1Talkaboutpastevents.
2Tellastory.
Teachingimportantpoints:
1Keyvocabulary:
rainstorm,suddenly,alarm,strange.
2Phrases:
gooff,pickup,takeashower,atthetimeof.
3Talkaboutthepastevents.
Teachingdifficultpoints:
Talkaboutthepastevents.
Teachingmethods:
Listeningmethodandspeakingmethod.
Teachingtools:
Ataperecorder,flashcards,pictures.
Teachingprocedures:
Step1:
Leadingin
Greetingsandfree-talk.
Checkthehomework.
DictatethewordsinUnit4.
Step2:
Pre-task
SBPage33,1a.
1.Pointtothesentences.Readthesentences.Explainwhateachonemeans.
2.Lookatthepicture.Pointoutthefourpeople.Matchthestatementswiththepeopleinthepicture.
3.Checktheanswers.
4.Practicereading.
Step3:
While-task
SBpage33,1b.
1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.
2.Lookatthedialogueinthepicture.
Explain:
过去进行时态的构成:
was/were+doing.
用法:
表示过去某一时刻或某一段时间正在进行的动作,一般与过去的时间状语连用。
Iwasstandinginfrontofthelibrarywhentherainstormcame.
2.Playthetapeforstudentstofindthegeneralidea.
ThegeneralideaoftheTVreportisabout_____
A:
therainstorm
B:
somepeople
C:
differentactivitiespeopleweredoingatthetimeoftherainstorm
Playthetapetwice.Circlethecorrectresponses.
3.Checktheanswers.
Step4:
Post-task
Talkaboutwhatpeopleweredoingwhentherainstormcame.
Step5:
While-task
SBpage34,2a.
1.Readthesentences.MakesuretheSsunderstandwhattheymean.
2.Playthetapetwice.Orderthesestatements.
3.Playthetapeagain,correcttheanswers.
Sbwasdoingsthwhensb+pasttense
Sb+pasttensewhilesbwasdoingsth
whilesbwasdoingsth,sb+pasttense
SBpage34,2b.
1.Readtheinstructions.
2.Playtherecording.Writeanswersoneachline.
3.Playtherecordingagain,correcttheiranswers.
Notice:
when/while
Whencomesbeforeaquickactionthathappensonlyonce.Theword“while”comesfromanactionthatcontinuesforsometime.
Step6:
Post-task
SBPage34,2c.
1.Pointtothepicture.Askwhateachpersonisdoing.
2.Groupwork:
Ask”Whatwas…doingwhentherainstormcame?
”
3.Askagrouptoactouttheirconversationtotheclass.
Step7:
page342dRole-playtheconversation.
Step8:
Homework:
1.Finishtheexercisesinthisperiodofstudents’book.
Blackboarddesign
Unit5Whatwereyoudoingwhentherainstormcame?
Sbwasdoingsthwhensb+pasttense
Sb+pasttensewhilesbwasdoingsth
whilesbwasdoingsth,sb+pasttense
课后反思:
过去进行时是新的语法项目,学生感到新鲜也感到有点难度,在上课时联系生活实际活动有助学生理解。
听力部分顺利完成任务,但根据所听内容填空部分,有些学生单词写错。
为了下节课更容易接受,需要课后练习和课前预习。
再通过相应的练习巩固所学内容。
口语练习和鼓励更多学生朗读和主动参与仍是刻不容缓。
Period2SectionA(3a—4c)
Teachingaims:
1Talkaboutpastevents
2Tellastory.
Teachingimportantpoints:
1Keyvocabulary:
storm,report,area,heavily,against,asleep,rise
2Phrases:
fallasleep,diedown,makesure,inamess,breakapart,feellike.
Teachingdifficultpoints:
Thesentencesinthepassagearetoolong.Theyaredifficulttounderstand.
Teachingmethods:
Listeningmethodandspeakingmethod.
Teachingtools:
Ataperecorder,flashcards,pictures.
Teachingprocedures:
Step1:
Leadingin
1.Greetingsandfree-talk.
2.Checkthehomework.
Step2:
While-task
SBPage35,3a.
1.Readtheinstructions.Andfinishthetasks:
Task1:
Readthearticleandfindthegeneralidea:
A:
astorm
B:
Ben’sfamily
C:
whatBen’sfamilyandhisneighborsdidbeforeandafterthestorm
Task2:
Readthearticleandanswerthefollowingquestions:
1.Whatwastheweatherlikebeforetheheavyrainstarted?
2.WhatdidBen’smotherpreparebeforethestorm?
3.WhatwasBen’sfatherdoingwhilehismotherwasmakingsuretheflashlightsandradiowereworking?
4.Whatdidtheytrytodoafterdinner?
5.Whatwastheneighborlikeafterthestorm?
2.Explainsomething.
3.Practicereadingandlistentothetape.
SBPage35,3b.
Coverthestory.Lookatthepicturesandtaketurnstotellthestory.Ithinkthisactivityishardformostofthestudents.
Ifnecessary,doitashomework.Andfinish3b.Checktheanswers.
1.reportedthataheavyrainstormwasinthearea.
2.wasputtingpiecesofwoodoverthewindows.
3.washelpinghismommakedinner.
4.fellasleep,wasdyingdown.
SBPage35,3c.
Whatdidyoudoaftertherainstorm?
1.Readthestoryagain.
2.Lookatthequestionsin3c.ReadthemtotheSs.
3.Pairwork:
Talkaboutwhatotherthingscanbringpeopleclosertogether.
4.Writedownyouranswers.
5.Practicereading.
Step3:
Post-task
Makeaninterview.
Interviewtwoclassmatesinyourclassandwritedowntheiranswers.Beginlikethis:
Whatwereyoudoingatthetimeoftherainstorm…?
Step4:
GrammarFocus
Reviewthegrammarboxbyaskingsomestudentstoreadthesentences.
Step5:
Lookatthetableandwritesentenceswithbothwhileandwhen.
Forexample:
WhileJonwasplayingthepiano,Maryleftthehouse.
JohnwasplayingthepianowhenMaryleftthehouse.
Letstudentsdothembythemselvesandmaketheirownsentences.
Step6:
Finish4bandreadittotheclass.
SBPage364cInterviewtwoclassmatesinyourclassandwritedowntheiranswers.Beginlikethis:
Whatwereyoudoingatnineo’clocklastSundaymorning?
Step7:
Homework:
Coverthestoryin3a.Trytoretellthestory.
Finishtheexercisesinthisperiodofstudents’book.
Blackboarddesign
Unit5Whatwereyoudoingwhentherainstormcame?
Task1:
Readthearticleandfindthegeneralidea:
A:
astorm
B:
Ben’sfamily
C:
whatBen’sfamilyandhisneighborsdidbeforeandafterthestorm
Task2:
Readthearticleandanswerthefollowingquestions:
1.Whatwastheweatherlikebeforetheheavyrainstarted?
2.WhatdidBen’smotherpreparebeforethestorm?
3.WhatwasBen’sfatherdoingwhilehismotherwasmakingsuretheflashlightsandradiowereworking?
4.Whatdidtheytrytodoafterdinner?
5.Whatwastheneighborlikeafterthestorm?
课后反思:
在任务的引导下,学生有目的地进行阅读,有意注意情况下效率较高,找问题比较准确。
但是在回答问题的过程中过于死板,体现在直接引用课文中原话,而不是进行加工,根据问题的要求来提炼语句和重新组织语句,这在今后的教学中应该多练习。
以便提高说的技能为写作打好基础。
Period3SectionB(1a—1d)
Teachingaims:
Knowledgegoals:
Masterthekeywordsandphrasal:
realize,passage,pupil,completely,silence,recently,date,tower,
makeone’sway,insilence,takedown,atfirst
Abilitygoals:
Improvestudentslisteningabilitybyfinishinglisteningexerciseandimprovereadingability.
Teachingimportantpoints:
Gooverthepastprogressivetense;gainthekeyinformationfromthelisteningmaterial;finishreadingtaskstoimprovestudentsreadingability.
Teachingdifficultpoints:
Listeningandreadingpractice
Teachingmethods:
Listeningmethodandspeakingmethod.
Teachingtools:
Ataperecorder,flashcards,pictures.
Teachingprocedures:
Step1:
Leadingin
1.Greetingsandfree-talk.
2.Checkthehomework.
3.Goovertheusingofwhileandwhenbymakingsentences.
Step2PracticeSBPage37,1a.
1.Talkabouttheevents.Pleasesaysomethingabouttheevents.
2.Whatwastheevent?
3.Whatwasthereasonwhyyouwerelateorcouldn’tgo?
4.Tellyourpartnerthestory.
Step3:
While-task
SBPage37,1b&1c.
1.Readthethingsinthechartbelow.TheywillhelpSstoguesswhattheywillhear.Hearsixthingsinthechart.
2.Playtherecordingthefirsttime.Ssonlylisten.Thenfindthegenerlideaof1b.
Thegeneralideaof1bisabout_____
A:
abasketballcompetition
B:
alostdog
C:
whyKatemissedthecompetition
3.Playtherecordingasecondtime.Checkthephrasestheyhearontherecording.
4.Listenagain.Numbertheorders.
5.Playthetapeagainandfillintheblanks.
Kate:
WhatadayIhad!
_____Igottothebusstop,I_____thatmybagwasstillathome!
But____I_______backhome,I______adogbythesideoftheroadanditwashurt.I_____calltheAnimalHelpline,butIdidn’thavemyphonesoIhadto___________someoneto_______.ThenI_____hisphonetocallthehelpline.Therefore,Ididn’t______thecompetition.
Step4:
Post-task
SBPage37,1d.
Pairwork:
Readthesampledialogueinthebox.Talkaboutthepeopleinactivity1b.S1beginsasentencewiththeword“when”,S2completesthesentence.
①Whentheschoolbasketballcompetitionstarted,Katewasstillmakingherwaytoschool.
②WhenKatesawadogbythesideoftheroad,….
③WhenKateleftthehouse,….
④WhenKategottothebusstop,….
Step5:
Homework
Finishtheexercisesinthisperiodofstudents’book.
Blackboarddesign
Unit5Whatwereyoudoingwhentherainstormcame?
Kate:
WhatadayIhad!
_____Igottothebusstop,I_____thatmybagwasstillathome!
But____I_______backhome,I______adogbythesideoftheroadanditwashurt.I_____calltheAnimalHelpline,butIdidn’thavemyphonesoIhadto___________someoneto_______.ThenI_____hisphonetocallthehelpline.Therefore,Ididn’t______thecompetition.
makeone’swayto+n.
E.g.Isoonmademywaytothebookshop.
Wemadeourwaytotheforest.
课后反思:
通过层层递进的听力任务设计,尽量给学生更多地听的机会并加强有意注意,带着任务去听,提高了听的效果。
从先听大意,再听细节,能逐步培养学生用听的技能获取、处理和传递信息的能力。
理解文段后,进行听力填空,最后是交际语言输出。
这样坚持一段时间学生就会养成好的听力习惯。
Period4SectionB(2a—2e)
Teachingaims:
1.Readpractice.
2Thepastprogressivetense.
Teachingimportantpoints:
1Keyvocabulary:
passage,pupil,
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