Whatwereyoudoingwhentherainstormcame教學(xué)設(shè)計(jì)

1、Teaching design forUnit 5What were you doing when the rainstorm came?Period 4(Section B 2a-2e)Chengjiao Middle School Tao YanjuTeaching materialThe topic of this unit is unforgettable events. Ss are hoped to recall what happened at a certain time and talk about what sb. was/were doing. The first fiv

2、e periods are mainly about common people and daily happenings. In this class, however, two important historical events will be presented and what people were doing at that time will be described.There are two functions of this unit: to “talk about past events” using “was/were doing” and adverbials o

3、f time ;to “tell a story”. Both functions will be realized this class.Being student-centered, the whole class will follow the guideline of the New Curriculum Standards and the syllabus. All the activities are designed to make the class more efficient and help achieve teaching goals.Students analysis

4、Before deciding on proper teaching methods, I need to consider the students in my class. Generally speaking, they are smart and active. In the first five periods, they have learned to ask and answer what sb.“ was/were doing”. They have also learned a few passages about past events.Teaching goalsI .

5、Knowledge goals1. Understand the meanings of the following words and phrases2. Understand the main idea and details of the passage and be able to complete the tasks3. Review “was/were doing”H .Ability goals1. Improve the reading skill :understand a text by reading the title, the pictures and first s

6、entences1.1 mprove the speaking skill: telling stories based on factors of a story.m .Moral goalsInspire students to realize that some historical events are great treasure and worth remembering, and value everything we have owned.IV .Strategy goals1 .According to the students' learning case can

7、clear learning objectives2. The students are good at using the picture to understand the topic in the reading.3. Students are good at reading and repeating the story by using mind map.V .Culture awareness goalsStudents through the understanding of some important historical events, knowhow to appreci

8、ate the grateful to have everything, develop correct values.Key and difficult points:key points:1. Understand the meaning of the passage;2. Learn to use the new reading strategy;3. Learn to tell a storydifficult points: leaning the new reading strategy and learning to tell a storyTeaching methodsCog

9、nitive teaching method, Task-based teaching method, and Communicative teaching method.Learning methodscooperative learning method, Inquiring learning method and Task-basedlearning method.Teaching facilitiesA computer and a projectorTeaching proceduresTeaching stepsTeachersactivitiesStudents' act

10、ivitiesPurposeStep IWarm-up(2 mins)1.Greet the Ss.2.Show six smiling faces and ask Ss to test their memory.3.Show a picture about the missing plane of MH370 and share an experience. "I was watching news on TV at 6 p.m. on March 8th last ” year.Play a gameS1 stands up and chooses one smiling fac

11、e. Then he has to tell the whole class what he was doing, for example, when the teacher came into the classroom.Six students will play the game and their memory be tested.The game is used to review the sentence pattern was/were doing ".The experience shared by the T will work as an introduction

12、 to the reading part.1.Play the video and introduce two more historical events.Ss will talk about the two pictures by watching a video about the 9.11 attack and knowBackground information of the two events will help Ss to understand the passageStep IIPrereading (5 mins)2.Introducenewwords and phrase

13、s.3.Show the two pictures and the title, ask Ss to guess “what is thepassage about ?"an introduction about Martin Luther King.Ss learn and understand tower, take down, terroristSs guess what the passage is about by reading the title and the pictures only.About three Ss will report the answer.be

14、tter. It is also necessary for them to finish 2a.Here I plan to introduce the new reading strategy to the Ss. They guess first and later check whether their guess is correct. In this way, they can learn the strategy by using it.Step IIIWhilereading (20 mins)Show a chart.Ask Ss to scan the whole pass

15、age and fill in the chart.Show a mind-map about the first event. Ask Ss to read para1-2 and answerthequestions.Ask Ss to retell the story.Guide Ss to find out factors in a story.Show a chart about the second event and ask Ss to fill in the chart.Help Ss find out verbs in the last two paras and guide

16、 them to retell the second event.I. ScanningScan the whole passage and fill in the chart.II. Careful reading1. Read Paral-2 carefully and answer special questions.2. Chain work and retell the storySs will retell the event based on the special questions.About six Ss will do the chain work and speak o

17、ut loud.Then Ss will think about factors in a story. Guided by the T, they will find out the following factors.3. Read Para 3-4 carefully and fill in the chart4. Scan the second event.Read it quickly. Underline verbs in the two paras and retell the second event by using the key verbs.One or two Ss w

18、ill speak out in front of the class.So that they will find out the topic sentence, the structureandkeyinformation.The special questions are designed for Ss to understand the two paras and to find out factors of a story.Retelling willimprove Ss' speaking skills.We know, verbs play an important ro

19、le in a story. So retelling the event by using verbs will improve the skill of story telling.Step IVPostreading (12 mins)Ask Ss to discuss two questions in groups. 1. what is the passage about? Is it the same as what you guessed at first? 2. Next time, what can we do before we read a passage?' G

20、uide Ss to realize the importance of reading the title, first sentences and pictures.Ask Ss to do an interview in pairs and act it.1 . Group discussionFour Ss in a group, discuss two questions.After a two minutes ' discussion, three or four students will report their answers.Ss will read the rea

21、ding strategy in the book aloud.2 .Pair workSs will work in pairs and do an interview. They have two choices, talking about the event in the passage or talking about another event they know very well. Factors of a story should be considered.Group discussion offers a good opportunity for Ss to work w

22、ith others and improve their inquiring skills. Besides, here is the second part of learning the reading strategy. After testing whether their guess is correct, Ss now know how to use the strategy.You see, of the two jobs, the first one is based on the textbook while the second one goes beyond the book and is more diff