1、教学设计教学设计： Unit 5 What were you doing when the rainstorm came? period 2 一、教材内容分析 本课时为 Section A3a-Grammar Focus 的内容， 它是在前两个课时的听 说的基础上，要求结合阅读训练，来继续学习过去进行时态的用法， 强调语言的综合运用能力。本课是有关暴风雨事件一篇文章，要求学 生在读懂文章的同时，掌握一定的阅读技巧，并且灵活使用过去进行 时。 并在总结过去时态的基础上， 掌握并练习 when 和 while 的用法。 二、教学目标 （一）知识目标： 1. 学习并掌握下列单词： storm, wi
2、nd, light, report, area, wood, window, flashlight, match, beat, against, asleep, rise, fallen, apart 2. 能正确使用以下常用表达 with a serious storm happening outside, make sure, fall asleep, die down, in a mess, clean up 3. 能熟练掌握并使用下列重点句式： 1）Black clouds were making the sky very dark. 2）With no light outside,
3、it felt like midnight. 3) It was hard to have fun with a serious storm happening outside. 4. 学会过去进行时态的构成和用法。 5. 掌握并巩固 when 和 while 的用法。 （二）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。 （三）情感态度： 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。 三、教学重难点 重点 ：理解文章，完成各项阅读任务，学会用过去进行时谈论过去 的事情。 难点 ：灵活使用过去进行时态，谈论过去的事情。 四、学情分析 在前两课时的听说读的训练中， 学
4、生基本上理解了过去进行时的用法。 但是如何运用这一时态来谈论过去的事， 这种综合语言的应用能力是 学生极度欠缺的。通过文章的学习，学生在理解感悟的基础上进行模 仿，综合运用目标语言是本课的难点。但是，现阶段的学生由于语言 环境的欠缺，英语学习兴趣的下降，阅读理解能力的薄弱，导致他们 在阅读课上提不起兴趣，甚至是畏惧。如何为学生营造一个轻松的阅 读语言环境，激发学生的阅读欲望，增强学生综合语言运用能力是本 节课的主要目标。 五、教法选择,学法指导,资源准备 教法选择：利用问题或表格诱导阅读法,多媒体手段，自制教具。 学法指导：带着问题阅读文章；小组合作探讨难点知识。 资源准备：多媒体课件 六、教
5、学过程： Step1.Revision. Show some pictures and let students ask and answer about the pictures using the Present Perfect Tense. Step2.Leadin. Show a picture of a rainstorm, ask : Whats happening ? Lead students to answer with “rainstorm”. Then, we can go to the text. Step3.Presentation.(listening) Play
6、the recording and students listen to it and find out the brief answers to these questions: 1. What s the weather like before a rainstorm? 2. Whats the neighborhood like after the rainstorm? Step3.Fast reading(3a) Get Ss to read the article quickly to look for the detailed answers to these two questi
7、ons: 1. What was the weather like before the rainstorm? 2. What was the neighborhood like after the rainstorm? Step4.Careful reading.(3b) Show the sentences in3b on the screen. Ask Ss to read the text again carefully and fill in the blanks with the correct information. Check the answers. Step5.Liste
8、ning.(a brief summary of the article) Ask Ss to listen to the recording again.At the same time, show some sentences in the order of “before the rainstorm, during the rainstorm and after the rainstorm” with some blanks. While listening, they can fill in the blanks with the correct words. Check the an
9、swers. Step6.Oral practice. Let Ss work in pairs to talk about Bens experience .One is the reporter ,the other is Ben .Invite some pairs to act it out. Step7.Extension.(3c) Say: Although the storm brought many things apart ,it brought families and neighbors closer together. What other things can bri
10、ng people closer together ?How can we help each other in times of difficulty? Show the pictures of flood, drought and earthquake, encourage ss to say more .Then draw a conclusion: We should help each other. We can give food ,books and clothes to others. Step8.Conclusion(Grammar Focus) Point out the
11、key words and expressions in this article ,especially the sentences with the Past Continuous Tense. Then let them look at the sentences in the grammar box and speak out the usage as well as how to use “when” and “while”. Then do some practice. Step9.Homework. 1.Finish 4a、4b and 4c. 2.Read the text again and remember the language points. 3.Make sentences using “when”and “while” Blackboard design: Unit 5 What were you doing when the rainstorm came? Period2 die downbeat heavily against fall asleepdie down(dying) in a messbring closer together
