中小学教育资源及组卷应用平台
Unit 5 What were you doing when the rainstorm came 单元整体教学设计
单元主题意义 本单元的主题属于“人与自我“范畴下 “生活与学习、做人与做事”主题群下的子主题“丰富、充实、积极向上的生活”，“人与社会”范畴下“社会服务与人际沟通、文学艺术与体育”主题群下的子主题 “良好的人际关系与人际交往”，“人与自然”范畴下 “自然生态、环境保护、灾害防范、宇宙探索”主题群下的子主题“自然灾害与防范措施，人身安全与自我保护”。 本单元通过构建过去场景中正在发生的各种情况引导学生学习并使用过去进行时，要求学生能结合自己亲生经历谈论发生在过去的事情。通过回忆并讲述自己经历的难忘的事件，接受事件中的人文教育。
单元教学目标 通过本单元的学习，学生能够： 目标a：通过谈论过去发生的事情，激发英语学习兴趣；通过听力及口语策略的感悟、体验和学习。 目标b: 通过阅读一篇有关美国亚把拉马州遭风暴袭击后人们互相帮助的故事，保持英语学习兴趣；通过略读、寻读等阅读策略的感悟、体验和学习，促进阅读理解能力的提升；能够通过多种渠道学习英语。 目标c:能够通过对when和while引导的时间状语从句语言规律的探究，保持英语学习兴趣；通过小组合作，提升团队写作能力。 目标d:能够通过谈论和介绍令人难忘的“迟到”经历，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，通过小组合作，提升写作能力。 目标e:能够通过通过阅读由关重大突发时间的文章，通过听、说、读等活动搜集、理解所需要的语言基础信息；能够正确使用一般过去时和过去进行时记录孤傲去的一件事。 与核心素养的关系： 通过本单元的学习，学生将会懂得在困境中要互帮互助的道理，以及生活中时常会发生各种小意外，养成良好的守时习惯，预留充足的事件，作一个准时守约的人是很重要的。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一Go for it !八年级下册的第五单元。本单元的话题是发生在过去 难忘的事情，通过本单元的学习，让学生明白过去进行时的定义和用法，既过去某一时刻或过去某一段时间发生的事情或存在的动作。学会谈论过去发生的事情，学会讲故事是本单元的语言目标。让学生回忆一件大事，尤其就世界性的灾难发生时人们正在干什么这一话题来学习过去进行时，这样印象深刻，便于记忆。 2.纵向知识关联： 功能： 能讲述过去发生的事情。 话题：难忘的事件 。 语言知识： 能运用已学词汇，句型描述过去的一件人和事. 能听、说、读、写本单元的核心句型，when和while引导的时间状语从句。 能运用阅读技巧读懂关于一段经历的文章，结合文意补充短文，并能分析问题，提取信息。 能理解结果写作教学法和过程写作教学法，逐步掌握写的技巧，能独立完成话题写作。 3.横向知识关联： （1 ）复习七年级下的一般过去时复述过去发生的事件。 （2 ）为九年级的语言知识打基础。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 1.培养通过听关键词获取信息的能力。2. 运用听力技巧，听懂有关此话题的对话并且可以正确地获取信息。 通过Pair-work的形式对健康问题谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-3c 阅读课 第二课时 略读、寻读等阅读策略的感悟、体验和学习，促进阅读理解能力的提升；能够通过多种渠道学习英语。 通过读课文找出描述建康状况的句子，评价学生对目标句型的认知；通过提取描述能力的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section A Grammar Focus -4c 语法课 第三课时 1.通过探究性学习，小组归纳总结； 2. 运用 3. 口语应用巩固。 通过语法讲解，注重把词汇理解跟词汇功能有机结合，实现了知识到能力的转变。
Section B 1a-1f 听说课 第四课时 1.训练学生对故事中时间、地点、原因、结果等主要信息的提取能力以及事件发生先后顺序的把握。2.通过听、说技能训练，促进学生语言运用能力。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 读写课 第五课时 1.看插图和标题预测文章的内容。 2. 恰当运用略读的阅读策略，根据标题和段落首尾句获取主旨大意。 通过问题启发式评价引导学生从整体到具体的认识，评价学生对文本的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第六课时 1.引导学生从词到句，从句到段再到篇，循序渐进地输出语言； 2 通过写作框架完整地描写一件难忘且重要的事情。 通过书面表达的形式，评价学生写作的能力。
第1课时 教学设计
课题
课型 听说课√ 语法课口 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节听说课。 【why】 本节课作为本单元的起始课，通过图文及听力活动导入单元话题。 【how】 1a-1c通过听力为核心的任务链呈现目标语言What were you doing when the rainstorm came 整个Section A 的语言内容就时用过去进行时来表达过去某一时刻或某段时间在做什么 。
学情分析： 自然情况 本单元话题与学生实际生活紧密相关，难度不大。 （二）已有基础 语言感知能力比较强，学生学习英语的积极性比较高。
（三）存在问题
个别学生表达能力略差。 （四）解决措施 在语言输出方面需要大量练习方能掌握。
教学目标： 通过本课学习，学生能够： 学生能学会重点单词，短语及目标语言（学习理解） 重点单词及短语：rainstorm ,alarm ,go off , begin (began ), heavily , suddenly , pick up（the phone),strange . 能熟练掌握和运用过去进行时的句型： -What was the girl dong at the time of the rainstorm -She was ... -What were you doing last night -I was ... When you called , I was taking a shower. While you were sleeping , I called Jenny and she helped me. 通过听说训练，学会运用过去进行时，谈论过去某一时刻或某段时间正在发生的事情。 （应用实践） 通过本课的学习，面对突然来临的自然灾害，增强自我保护意识和应对能力。 （迁移创新）
教学重难点 重点：能正确运用过去进行时，谈论过去某一时刻正在发生的事情。 难点：能正确运用过去进行时，谈论过去某一时刻正在发生的事情。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Warm-up and lead-in Present the Past Progressive Tense . T:You mus remember What you were doing when you heard something important that happened in the past . Could you tell us some of them T:What were doing when ... S1: I was reading . S2:I was dancing . Write the Past Progressive Tense and explain it . 学生活动1 discuss ask and answer . 活动意图说明： 通过课前的师生问答互动引入新课的话题。 环节二：Activity 2 教师活动2 Presentation Show a video a rainstorm and present some new words. T:What’s the weather like in the picture S:It’s raining and windy . S4: It’s rainstorm . T:You are great. What was the girl in Picture 1 doing when the rainstorm came Match the statements with the people i the picture1a. 学生活动2 Ask and answer . Finish 1a. 活动意图说明： 通过学习1a和练习，使学生了解过去进行时的用法。 环节三：Activity 3 教的活动3 Listening practice (1b) Pre-listening Get the students to read the responses in 1b and make predictions according to the picture in 1a . Ask the students to write down their predictions with pencils . While -listening Listen for details . Remind the students tat they are going to hear four conversations . Ask the students to circle the correct response of each conversation . Play the recording for Ss , and then hav Ss compare their answers in pairs . 学的活动3 Ask and answer Finish 1b 活动意图说明： 通过1b的训练，锻炼学生的听力及抓取关键信息的能力。 环节四：Activity 4 教的活动4 Post -listening (1c ) Help the students use the sentence structures. Present some pictures or use the pictures in 1aand have the students work in pairs to talk about what the people were doing. 学的活动4 Finish 1c 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 通过1c的训练锻炼学生的口头表达能力。 环节五：Activity 5 教的活动5 Listening practice （2a与2b ) pre-listening Guide the students to have a discussion about what happened to the boy in 2a . Ask the students to use different adjectives to describe how the boy felt in different situations inthe picture. While-listening Play the recording for the first tie and number the five picture in 2a . Play the recording again an fill in the blanks in 2a . Post -listening Activity 2c Ask the students to work in groups and retell the story in a conversation between the boy and a TV reporter . 学的活动5 Finish 2a and 2b Finish 2c Ask and answer 活动意图说明： 学生综合听力前的谈论和听力的练习来组织自己的对话内容，这个环节实现了由语言输入到语言输出的过程。 环节六：Activity 6 教的活动6 Role-play (2d) Ask the students to read the conversation and answer the questions. What was Linda doing at seven last night What was Linda doing at eight What was Linda doing at nine Why did Mary call Linda so many times Get the students to share their answers and check the answers with their partners . Ask the students to take turns to practice different roles and some pairs to act out the conversation or roe-play the conversation. 学的活动6 Finish 2d . 活动意图说明： 将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合能力，还巩固了学生对目标语言的学习、识记和运用。 环节七：Activity 7 教的活动7 Summary Guide the students to work in pairs and talk about their past experiences . They may use the following examples to help them . A:What were you doing at the time of ... What were you doing when sth. happened B:I was +doing +..at /in .. 2 Invite some pairs to come o the front and share their conversations with the class. 学的活动7 Summary . 活动意图说明： 通过这个环节的设置上，对整节课的归纳与总结。
板书设计 Unit 5 What were you doing when the rainstorm came Section A 1a-2d on the street , at the time of , rainstorm , pick up , help with I was on the street. What was the girl doing at the time of the rainstorm I called at seven and you didn’t pick up , I needed help with my homework .
分层作业设计 基础巩固： Remember the words and phrases in this lesson . 设计意图：熟记本课重点单词和短语。 能力提升： 假如你是校英语报的小记者，你采访你的5位同学，向他们询问上星期天上午10：00（at 10：00 last Sunday)他们在做什么,记录在表格中，并写一篇50~60字的汇报材料。 设计意图：在语境中填写单词，提高学生对目标语言的运用能力。
教学反思与改进 在实际的英语教学中，要以学生为主体，教师为主导，多鼓励基础薄弱的学生开口说英语，并能及时地表扬他们。教师要由课堂教学效益意识。教学效益首先体现在课堂教学信息量，教学活动的广度和密度以及教学媒体的使用上。有限的媒体手段有助于课堂容量、密度和速度的提高。尤其是在英语课堂上适当地使用多媒体手段，不但可以活跃课堂气氛，更能提高学生的参与面，短、频、快的大容量课堂节奏能有效地吸引并集中学生的学习注意力，从而提高学生的听课效益；其次，课堂效益意识还体现在教学的设计中要充分为学而教，以学生如何有效地获取知识，提高能力的标准来设计教学。
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Unit 5
What were you doing
when the rainstorm came
Section A 1a-2d
学习目标
学习目标
To learn to talk about past events
To learn to retell a story
To learn new words
and phrases
Look and say
Q1: How is the weather
Q2: Where are the people
It is a rainstorm.
It is raining heavily and blowing strongly.
They are on the street or in the room.
Look and say
How is the weather
It is raining heavily.
It is a rainstorm.
What is she doing
Where is she
She is waiting for the bus at the bus stop.
She is on the street
Look and say
What is she doing
Where is she
She is doing her homework.
She is in her bedroom.
What is he doing
Where is he
He is reading.
He is in the library.
What is he doing
Where is he
He is walking quickly.
He is on the street.
1a
Where were people at the time of the rainstorm
拖动图片匹配句子
I was in the library.
I was in my house.
I was on the street.
I was at the bus stop.
a
b
c
d
1b
Listen to the TV report and circle the correct responses.
a. doing my homework / studying
b. playing basketball / reading
c. going to work / waiting for the bus
d. walking home / shopping
Memory Challenge
Q: 当昨天暴风雨来临时
人们正在做什么？
我正在家写作业。
我放学后正在图书馆看书。
我下班后正在等公交车。
我正从超市走回家。
were
doing
was doing my homework
was reading
was waiting for the bus
was walking home
What were people doing at the time of the rainstorm
过去进行时：表示在过去某个时间正在进行或发生的动作.
主语 + be (was / were) + doing (动词-ing形式)
主语
was doing my homework
was reading
was waiting for the bus
was walking home
I was doing my homework at home.
I was reading in the library.
I was waiting for the bus on the street.
I was walking home from the supermarket.
was/were+V-ing
过去进行时
Listen again and answer the following questions.
1.What's the weather like today
2.How was the rainsrorm yesterday
3.Why did it take many people hours to get home
The weather is beautiful today.
It was the heaviest one so for this year.
Because many people were caught in the rainstorm yesterday.
1c Talk about what the people in 1a were
doing at the time of the rainstorm.
A: What was the girl doing at
the time of the rainstorm
B: She was doing her homework at home.
A:What was the boy doing at the time of the rainstorm
B: He was...
2a Listen and number the pictures 1-5.
Look and say
1.Where is the boy at the time of the rainstorm
2.What happened in each picture
4
1
5
3
2
2b Listen again. Fill in the blanks in the sentences in 2a.
1. My alarm didn’t go off so I ______ up late.
2. I _____ to the bus stop but I still missed the bus.
3.I ____________ for the bus when it began to rain heavily.
4.I ____ so busy _______ for the umbrella that I didn’t see a car coming.
5. I ______a hot shower and ____ some warm food.
woke
ran
was waiting
was
looking
took
ate
Look at the statements below.Are they true or false
1. The boy didn't wake up until 7:30 because his alarm didn't work.
2. He arrived at school at eight.
3.He still didn't catch the bus although he ran to the bus stop.
4.While he was waiting for the bus ,it suddenly started to rain heavily.
5.While he was busy looking for the umbrella in his schoolbag,
T
F
T
T
T
T
Note
go off=work
get to=arrive in/at
begin=start
all of a sudden=suddenly
miss the bus =not catch the bus
Practice speaking in pairs
2c Use the information in 2a to retell the story in a
conversation between the boy and a TV reporter.
When I got to school, it was 8:30 am.
Practice speaking in pairs
2d Read the conversation between Mary and Linda and fill in the blanks.
Time What was Linda doing Where was she
7:00 pm last night
8:00 pm last night
9:00 pm last night
helping her mom
taking a shower
sleeping
in the kitchen
in the bathroom
in the bedroom
Mary: What were you doing last night, Linda I called at seven and you didn’t pick up.
Linda: Oh, I was in the kitchen helping
my mom.
Mary: I see. I called again at eight and
you didn’t answer then either.
Linda: What was I doing at eight Oh,
I know. When you called, I was
taking a shower
Mary: But then I called again at nine.
Linda: Oh, I was sleeping at that time.
Mary: So early That’s strange.
Linda: Yeah, I was tired. Why did you call so many times
Mary: I needed help with my homework. So while you were sleeping, I called Jenny and she helped me.
Summary
1.过去进行时：表示在过去某个时间正在进行或发生的动作. “主语 + be (was / were) + doing (动词-ing形式)”
2.动词短语
go off (闹钟)发出响声
wake up 醒来
pick up (= pick up the phone) 接电话
3.名词：rainstorm 暴风雨 alarm 闹钟
副词：heavily 大量地，在很大程度上
suddenly=all of a sudden 突然地
形容词：strange 奇怪的，陌生的 stranger 陌生人
Summary
strange adj. 奇特的；
奇怪的
stranger n.陌生人
alarm n. 闹钟
接电话
拾起
pick up
接人
Let's read
规则：一颗颗的苹果落下的同时，学生读出
苹果上的单词或短语（男生—红苹果 女生--绿苹果。
strange
begin
alarm
began
pick up the phone
suddenly
take a shower
make sure
heavily
go off
rainstorm
rainstorm
Exercise
根据句意，从方框中选择恰当的短语填空，有的需要变换形式。
1. Every night Mr. Black ________________
before going to bed.
2. Jane got up as soon as the alarm clock
________________.
takes a hot shower
went off
3. The Smiths are ____________ someone to serve them.
4. I called Mr. Miller three times, but he
didn’t ____________.
waiting for
pick up
Homework
假如你是校英语报的小记者，你采访你的5位同学，向他们询问上星期天上午10：00（at 10：00 last Sunday)他们在做什么,记录在表格中，并写一篇50~60字的汇报材料。
Name Activities & Place
Lucy doing her homework at home
Tony shopping with his mom in the supermarket.
Linda taking the piano lesson.
Mary looking after her sister at home.
Peter borrowing books from the library.
