1、Unit 5 what were you doing when the rainstorm came? Section B 1a-1d 一、教材内容分析 Parts 1a-1d of Section B will be covered in the fourth period of this unit In Section A students have already learnt the structure of past progressive tense and the usage of when/while.This period is about listening practic
2、e, students will listen to a story of Kate. They will have chances to use the target language to make a story. 二、教学目标 1. Students will be able to know the differences between simple past tense and past progressive tense. 2. Students will be able to know the new word and phrase: realize and make ones
3、 way” 3. Students will be able to retell Kates story. 4. Students will be able to make a new story. 三、教学过程 Step 1:WarmingWarming up:up: 课前热身课前热身 (2(2 minutes)minutes) 一起唱：What were you doing when he came, when he came? I was running, I was running. What were you doing at that time? at that time? I w
4、as jumping, I was jumping. What were you doing when he came, when he came? I was swimming, I was swimming. What were you doing at that time, at that time? I was shouting, I was shouting. What were you doing? 【 设计说明设计说明：八年级的学生不如七年级学生活跃八年级的学生不如七年级学生活跃，课前一首简单的歌曲能课前一首简单的歌曲能 让学生马上兴奋起来让学生马上兴奋起来。而且歌词内容与本单元
5、有关，这能加深学生对过去进行。而且歌词内容与本单元有关，这能加深学生对过去进行 时的印象，非常自然的进入本课时的学习。时的印象，非常自然的进入本课时的学习。】 Step 2: Review (8 minutes) 1.展示 Coco 的视频。Letswatch a video about my daughter and see what she was doing at that time?(ClassClass workwork) She was swimming.She was drinking milk. She was riding the horse.She was flying t
6、he kite.放风筝 She was dancing.She was reading. 2. What about you? What were you doing at 8:00 last Sunday morning? (PairPair work)work) A:A: What were you doing at 8:00 last Sunday morning? B: I was drinking milk. 【设计说明：本环节【设计说明：本环节先让学生观看我女儿的几张照片，学生对这些照片很先让学生观看我女儿的几张照片，学生对这些照片很 感兴趣。然后就照片内容复习过去进行时，这块主要
7、是师生问答模式，接下来感兴趣。然后就照片内容复习过去进行时，这块主要是师生问答模式，接下来 学生要将进行学生要将进行 pair work.两人对话能更好地检查学生对过去进行时的掌握情况两人对话能更好地检查学生对过去进行时的掌握情况， 为后面的新课做好准备为后面的新课做好准备】 Step 3: Listening practice (12 minutes) 1. Listen and write short answers to the questions (Individual Work) Ask the students to listen to the conversations in 1
8、b and write down the short answers. Then check the answers. 2. Listen and number the events. Ask the students to listen again and number the events in the order they hear. 【设计说明：本环节的听力训练旨在训练学生把握对话大意，善于捕捉关【设计说明：本环节的听力训练旨在训练学生把握对话大意，善于捕捉关 键词句，排除冗余信息的技能。】键词句，排除冗余信息的技能。】 Step 4 .consolidation(12 minutes
9、) 1. Watch a short movie acted by Miss Xiao. Ask students to watch a short movie and hope they can understand the story better. 2. Look and say. 看图说话。用一句话（1c 中的句子）描述所给图片。 (Individual Work) 3. Compitition. Which group is the best? (Group Work) Ask students to work in groups, six students in each grou
10、p to describe the six pictures one y one. Lets see which group is the best. 3. Retell the story. 复述听力中的故事.空格字数不限 Yesterday Kate _ (leave) home for Johns_. It was a little late. When the competition s_, she was still_. When she _the bus stop, she r_ her bag was still at home. Then she_. While she _ (
11、run) back home. She saw_ the side of the road, and it was_. She wanted to call the _, but she _ (left/forgot) her phone at home so she had to wait for someone to _. Then Kate used his phone to call the helpline. As a result, Kate _ the basketball competition. But _ (luck), Johns team _ the game. 【设计
12、说明：本环节【设计说明：本环节主要是巩固听力部分，通过观看短电影，看图谈论六主要是巩固听力部分，通过观看短电影，看图谈论六 张图片，然后小组竞赛口头说听力中学到的故事，最后复述文章。环环相扣，张图片，然后小组竞赛口头说听力中学到的故事，最后复述文章。环环相扣， 层层深入，力求学生扎实地掌握。层层深入，力求学生扎实地掌握。】 Step 5: Assessment （10 minutes） Work in groups and make a new story about Kate. Try to make your story interesting and surprising. 开头已给出：
13、 Kate was walking on the street at 8:00 last Sunday. While Kate was walking,（Group Work） 【设计说明：请学生上讲台展示他们所编排的有趣故事，让其他学生欣赏【设计说明：请学生上讲台展示他们所编排的有趣故事，让其他学生欣赏 并点评。通过对比同学的表演，学生之间彼此找出自己的不足；通过老师的点并点评。通过对比同学的表演，学生之间彼此找出自己的不足；通过老师的点 评，纠错示范及总结，学生进一步掌握本课时语言知识，提高听说技能。同时评，纠错示范及总结，学生进一步掌握本课时语言知识，提高听说技能。同时 在教师引导下，学
14、生互相学习，集思广益，取长补短，激发了学习的兴趣，培在教师引导下，学生互相学习，集思广益，取长补短，激发了学习的兴趣，培 养了合作学习的策略。】养了合作学习的策略。】 Step 6: Emotion Education (1 minute) 1. What do you think of Kate? 2. What do you learn from her story? Be kind and try our best to help others. 【设计说明：教书的同时还要育人，学生学完这一个课要教他们善良设计说明：教书的同时还要育人，学生学完这一个课要教他们善良， 乐于助人的美德乐于助人的美德】 Step 7: Homework ( 1 minute） Ask the students to listen to the conversations in 1b of Section B and try to follow it. 【设计说明：作业内容是课堂听读训练的延伸。旨在让学生听音并模仿，培养【设计说明：作业内容是课堂听读训练的延伸。旨在让学生听音并模仿，培养 良好的语感。】良好的语感。】
