Unit5 What were you doing when the rainstorm came？全单元五栏式表格式教案（共6课时）

中小学教育资源及组卷应用平台
Unit5
What
were
you
doing
when
the
rainstorm
came？
第一课时
Section
A
(1a-2d)
课型：听说课
授课时间：
年
月
日
一、学习目标
1．知识与技能：
1)
能识记词汇:
go
off;
suddenly;
pick
up;
strange;
light;
report;
match;
beat;
heavily;
against
2)通过本课学习感知过去进行时态.
2.
过程与方法：通过情景创设，体验学习，以听说训练，对话练习等方式让学生在轻松的氛围中感知过去进行时态。
3.
情感态度价值观：能过学习本课，培养学生在困境中互帮互助的品质
二、
学习重点：词汇和过去进行时的用法
三、学习难点：学习谈论在过去某一时刻某人正在做某事的交际用语。
四、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
五、学法：自主、合作、交流、展示。
六．教学过程
七、学习过程：
师生问好
教师活动
学生活动
预设效果
设计意图
师问生答
1.PresentationT:Yesterday,
there
was
a
rainstorm.
Where
were
they
when
the
rainstorm
came?Here
are
some
reports.2、Have
Ss
work
in
pairs.
1.Ss
read.A:
Where
were
you
when
the
rainstorm
came?B:
I
was
in
the
library.A:
What
were
you
doing
when
the
rainstorm
came?B：2.Ask
and
answer
通过与学生用重点句型问答互动，让学生模仿,学习新词。
用紧扣本课时重点学习内容的图片导入,教学新词新句。
学生词完成1a核对答案
1.Where
were
the
people
at
the
time
of
the
rainstorm?
Match
the
statements
with
the
people
in
the
picture.2.Check
the
answers,
after
check.
1.
Ss
match
the
statements
with
the
people
in
the
picture.1).
_____
I
was
in
the
library.2).
_____
I
was
in
my
house.3)._____
I
was
on
the
street.4)._____
I
was
at
the
bus
stop.2.Put
up
their
hands
to
show
which
things
they
checked.
几乎所有的学生可以对重点词汇句型理解透彻，组内的优等生教读、教说。
把重点词汇融入重点句型中学习，词不离句，感知理解重点句型。为后面的听说训练作铺垫
师播放听力生听核对答案
1.Give
the
listening
instructions.(1b)2.
Play
the
tape.3.
Check
the
answers
with
the
students.4.
Read
the
sample
answer
to
the
class
and
ask
students
to
say
the
other
two.
1.
Listen.2.Students
Listen.
Listen
to
the
TV
report
and
circle
the
correct
response.3.
Check
the
answers.
4.Say
the
other
two.
大多数学生能回答出来。
以听说为主的方式输入重点句型，在情景中练习理解重点，为输出做准备。同时，学生在感知、理解、运用的基础上，突破难点。
师播放听力生标核对答案
Listen
and
number
the
pictures
1-5.2.Play
the
tape.3.
Check
the
answers.
1.Listen
and
number
the
pictures
1-5.2.
Listen
and
check.3.
Check
the
answers.
用边听边按暂停键的方法,学生都能听懂。
师播放听力生圈核对答案
Good
job.
Let’s
listen
and
fill
in
the
blanks
in
the
sentences
in
2a.(2b)2.Play
the
tape.3.
Check
the
answers.
1.
Ss
listen
again.
Fill
in
the
blanks
in
the
sentences
in
2a.
2.
Listen
.3.
Check
the
answers.
进行听力指导：抓关键词，让学生多关注重点词汇。
师示范生练习生展示师生评价
1.
Read
the
instructions
and
the
conversation
to
the
class,
and
then
ask
students
to
make
similar
conversations.2.
Ask
some
pairs
to
make
conversations
using
the
information
in
2a
and
2b3.
Check4.
Look
at
2d
.read
and
role-play
the
conversation.
1.
Listen.2.Make
conversations
using
the
information
in
2a
and
2bA:
What
was
the
boy
doing
at
the
time
of
the
rainstorm?
B:He
3.Act
out4.Ss
read
and
answer
questions
role-play
as
Mary
and
Linda.
多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。
将1c和2c内容融合，在对话中运用、输出重难点知识，为本单元后续练习奠定基础。通过两个小活动，使语言知识运用到实际交流中。
归纳小结
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业布置
go
off;
suddenly;
pick
up;
strange;
light;
report;
match;
beat;
heavily;
against造句
板书设计
What
were
you
doing
when
the
rain
storm
came?I/We
was/were
doing...
课后反思
第二课时
Section
A
(3a-3c)
课型：综合型活动课
授课时间：
年
月
日
一、学习目标
1．知识与技能：
1)
识记并掌握词汇
feel
like
;
news;
make
sure
;
fall
asleep;light;
die
down
;match;
beat;
heavily;against;break...apart...;In
times
of
2）
读懂文章，并完成相应的阅读要求。
3）
Try
to
find
necessary
information
through
fast
reading.
2.
过程与方法：通过情景创设，体验学习，以习题训练，对话练习等方式让学生在轻松的氛围中学习谈论在过去某一时刻某人正在做某事的交际用语。
3.
情感态度价值观：通过谈论暴风雨,激起对人们共同对抗大自然灾难的决心和毅力。
二、学习重点：
1)
掌握本部分出现的生词和词组，达到熟练运用的目标。
2)
阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
三、学习难点：
1)
阅读短文，获得相关的信息的能力。
2)
理解并运用所学的词汇及表达方式。
四、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
五、学法：自主、合作、交流、展示。
六．教学过程
师生问好
教师活动
学生活动
预设效果
设计意图
师导入语生模仿回答
1.Show
some
pictures
and
let
Ss
talk
about
them
in
phrases.2.What
were
you
doing
at
ten
o’clock
last
night?
1.倾听，感知，回答：Ss
review.
in
the
libraryat
the
time
of
go
to
work
wait
for
the
bus
walk
home
on
the
street
play
basketball
2.Ss
answer:
通过与学生用重点句型问答互动，让学生模仿教师谈论。
用紧扣本课时重点学习内容的话题导入，自然进入新课。
学习对话句型
1.Show
the
key
vocabulary
words
on
the
screen
by
a
projector.2.Say
the
words
and
have
the
students
repeat
again
and
again
until
they
can
pronounce
the
words
fluently
and
accurately.3.Check
1.Read
3a
again,
translate
it
into
Chinese
and
find
key
points.
2.show
the
key
points
they
find.
feel
like
;
news;
make
sure
;
fall
asleep;light;
die
down
;match;
beat;
heavily;against;break...apart...;In
times
of
3.repeat
again
and
again
until
they
can
pronounce
the
words
fluently
and
accurately.
大部分的学生可以对重点词汇句型理解透彻，部分人可能会对重点词汇读不准确。组内的优等生教读、教说。
把重点词汇融入重点句型中学习，词不离句，感知理解重点句型。为后面的听说训练作铺垫。
师出示例子生练习生展示
1.Please
read
the
passage
and
answer
the
following
questions.(3a)
1)
What
was
the
weather
like
before
the
heavy
ran
started?2）What
was
the
neighborhood
like
after
the
storm?
2.
Please
read
again
and
finish
3b.3.
Organize
the
ss
show
in
class
and
give
some
assessment.?
1.Listen
and
answer.1).
Black
clouds
were
making
the
sky
very
dark.
With
no
light
outside,
it
felt
like
midnight.2.
The
neighborhood
was
in
a
mess.2).underline
the
sentence
from
the
reading
that
mean
the
same
thing.
3.Show
in
class
and
give
some
assessment.?
教读难点词汇。借助板书指导。进行阅读指导：抓关键词，让学生多关注重点词汇。学生问题不大，个别辅导。
在阅读练习中运用、输出重难点知识.同时篇章的阅读提高学生的阅读能力。，
师指导生练习核对答案
1.Good
job.
Let’s
complete3c.2.
Check
the
answers.
1.
Discuss
the
questions
with
a
partner..
2.Check
the
answers
and
read
together.
给出语言支架
检测重点单词句型的使用情况。
归纳小结
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
feel
like
;
news;
make
sure
;
fall
asleep;light;
die
down
;match;
beat;
heavily;against;break...apart...;In
times
of
造句
板书设计
feel
like
;
news;
make
sure
;
fall
asleep;light;
die
down
;match;
beat;
heavily;against;break...apart...;in
times
of
反思
第三课时Section
A(Grammar
focus-4c)
课型：语法课
授课时间：
年
月
日
一、学习目标
1．知识与技能：
1)
Get
the
students
to
learn
the
words
and
phrases
2）进行一步复习巩固学习Section
A
部分所学的生词和词组。
3）The
student
can
use
the
“when/while
”clause
to
tell
a
past
story.
4)
通过不同方式的练习，来熟练运用本单元出现的词组及语法。
2.
过程与方法：通过情景创设，体验学习，以听说训练，对话练习等方式让学生来熟练运用本单元出现的词组及语法。
3.
情感态度价值观：To
train
the
students
to
care
about
others
and
foster
friendly
human
relationship
through
talking
about
the
past
experience.
二、
学习重点：
掌握I
was
…
ing
when
what
….
happened.
While
I
was
…ing,
what
…
Happened.
三、学习难点：
掌握I
was
…
ing
when
what
….
happened.
While
I
was
…ing,
what
…
Happened.
四、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
五、学法：自主、合作、交流、展示。
六、学习过程
七、学习过程：
学习环节
教师活动
学生活动
预设效果
设计意图
师导生听生模仿
1.Show
some
pictures
and
let
Ss
talk
about
them
in
phrases2.Check
1.倾听，感知，回答：Ss
review.feel
likeat
firstfall
asleepdie
downmake
surewake
up
in
a
messclean
up
help
each
otherin
times
of
difficulty
2.Say
the
answers.
学生大多能说出短语，不会的同桌互教。
复习旧知，导入新课。
学习生词巩固运用重点句型
Have
ss
learn
the
new
words
2.Have
ss
read
and
try
to
summary.注：1)
was
not常缩略为wasn’t;
were
not常缩略为weren’t。2)
一般过去时与过去进行时用法的比较:
一般过去时表示在过去某个时间发生过的动作或存在的状态,
而过去进行时则表示在过去某一时刻或某一段时间正在进行的动作。
基本概念：过去进行时表示在过去某一时刻或一段时间内正在进行的动作。这一特定的过去时间除有上下文暗示以外,
一般用时间状语来表示。3Check
the
answers.
1．Learn
the
new
words
2.
Ss
summarize
the
sentences2.
结构
was
/
were
(
not
)
+
动词-ing
3.
句式
肯定式：I/He/She/It
was
working.We/You/They/
were
working.
否定式:I/He/She/It
was
not
working.We/You/They/
were
not
working.
疑问式和简略回答:Was
I
working?Yes,
you
were.No,
you
were
not.Were
you
working?Yes,
I
was.No,
I
was
not.Was
he/she/it
working?Yes,
he/she/it
was.No,
he/she/it
was
not.Were
we/you/they
working?Yes,
you/we/they
were.No,
you/we/they
were
not.3.Say
the
answers
几乎所有的学生可以读会重点词汇，组内的优等生教读、教说。绝大多数学生能做出，但也会出现一些语法错误，优等生纠正，教师补充。绝大多数学生能这项练习，但也会出现一些语法错误，教师给出语言支架。
通过学生练习，自主获得本课的语法知识点，培养学生的自主学习能力
师指导生练习展示
1.
Tell
Ss
to
Look
at
the
table
and
write
sentences
with
both
while
and
when.
(4a)2.
Check3.
Have
Ss
fill
in
the
conversation.4.
Check
________
I
was
eating,
the
radio
news
talked
about
a
car
accident
near
our
home.
My
brother
and
I
went
out
right
away
to
have
a
look.
_____
we
got
to
the
place
of
the
accident,
the
car
_____
in
bad
shape
from
hitting
a
tree.
But
luckily
the
driver
____
fine.
The
roads
______
icy
because
of
the
heavy
snow
from
the
night
before.
1.Look
at
the
table
and
write
sentences
with
both
while
and
when.2.Say
the
answers3.Fill
in
the
blanks
with
was,
were,
when
or
while.At
7:00
a.m.,
I
woke
up.
_____
I
____
making
my
breakfast,
my
brother
______
listening
to
the
radio.4.
Say
the
answers
部分学生不能正确写出答案，师可给出方法指导：首先，先阅读所给的词组，明确每个词组的意思。
其次，通读全句，理解大意；然后，根据句意及句子中上下文意的提示来确定空格处的意思。
以练习为主的方式巩固重点句型，在情景中练习理解重点，突破难点。
师出示语言支架生练习生展示师生评价
1.
Read
the
instructions
and
the
conversation
to
the
class,
and
then
ask
students
to
make
similar
conversations.2.
Ask
some
pairs
to
present
their
conversations.
3.Act
out.
1.
Listen.2.
One
student
mimes
a
problem.
The
other
students
inyour
group
guess
the
problem
and
give
advice.
3.Act
out
in
pairs.
多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。
在对话中运用、输出重难点知识，为本单元后续练习奠定基础。
作业布置
用I
was
…
ing
when
what
….
happened.While
I
was
…ing,
what
…
Happened各写五句话
板书设计
I
was
…
ing
when
what
….
happened.While
I
was
…ing,
what
…
Happened.
课后反思
第四课时
Section
B
1a-1d
课型：听说课
授课时间：
年
月
日
一、学习目标
1．知识与技能：
1)
掌握本课时出现的生词及用法。
2)
进行听力训练，提高综合听说能力。
3)总结动词短语，运用动词短语造句；提高听力。
2.
过程与方法：通过情景创设，体验学习等方式让学生提高综合听说能力
3.
情感态度价值观：通过谈论暴风雨,激起对人们共同对抗大自然灾难的决心和毅力。
二、
学习重点：听力训练
三、学习难点：进行模拟听说
四、教法：情景教学法、多媒体辅助教学、结对合作。
五、学法：自主、合作、交流、展示。
六、学习过程
七、学习过程：
学习环节
教师活动
学生活动
预设效果
设计意图
师导入生听理解模仿说
1.Ask
them
to
look
at
the
pictures
and
talk
about
the
events
.Encourage
students
to
say
what
they
were
doing
when
the
events
happened.2.
Check
1.Ss.talk
about
what
they
were
doing
when
Liuxiang
won
the
gold
medal
at
the
2004
Olympics.S1:
I
was
sleeping.S2:
I
was
watching2.
Say
the
answers
通过学生用重点句型问答互动，学生能对学过的知识进行运用。
复习过去时态和过去进行时态用紧扣本课时重点的话题导入，自然进入新课。
师指导生练习展示师播放听力生听核对答案
1.
Read
the
instructions
to
the
class.2.
Ask
students
to
do
1a.3.
Check4.
Before
listening
,
Ask
one
student
read
the
1c
Give
the
listening
instructions.5.
Play
the
tape.6.
Check
the
answers
with
the
students.
1.
Listen
carefully.Ss
finish
1a.Ss:
Think
about
when
thet
were
late..answer
questionsS1:
S1:
Yes
I
was
.Iwas
late
for
school
last
Monday.S1:I
didn’t
get
up
early.….Ss:
tell
stories
in
pairs.3.
Say
the
answers4.
listen
and
write.down
short
answers.5.
Listen.6.
Check
the
answers.
部分学生对重点词汇发音不准。教读难点词汇。用边听边按暂停键的方法，只要是小学学过英语的学生都能听懂。
以听说为主的方式输入重点句型，学生在感知、理解、运用的基础上，突破难点。
师示范生练习展示师生评价
1
Let
Ss
read
the
sentences
in
1d
first.
Tell
Ss
to
listen
again
and
fill
in
the
chart.2.
Play
the
recording
again
for
the
Ss
to
listen
and
judge.
3.
Talk
about
why
Kate
missed
the
school
basketball
competition.
Student
A
begins
a
sentence
with
while
or
when.
Student
B
completes
the
sentence.
(1d)4.Act
out.
1.
Listen.2.
Ss
listen
to
the
recording
carefully
and
fill
in
the
chart..
3.Talk
about
why
Kate
missed
the
school
basketball
competition.
Student
A
begins
a
sentence
with
while
or
when.
Student
B
completes
the
sentence.A:
When
she
got
to
the
bus
stop,
Kate
…B:
When
she
got
to
the
bus
stop,
Kate
realized
that
her
bag
was
still
at
home.A:
While
she
was
running
back
home,
…B:
While
she
was
running
back
home,
she
saw
a
dog
by
the
side
of
the
road.4.Act
out
in
pairs.
多数学生都会积极参与其中。教师巡视指导。学生互教。
在对话中运用、输出重难点知识，为本单元后续写作训练奠定基础。
作业布置
用I
was
…
ing
when
what
….
happened.While
I
was
…ing,
what
…
Happened各写五句话
板书设计
I
was
…
ing
when
...While
I
was
…ing,
...
课后反思
第五课时
Section
B
2a-3a
课型：综合型阅读课
授课时间：
年
月
日
一、学习目标
1.知识与技能
1）、掌握本课的单词及短语。
2）、能读懂两封信件。
3）、完成相对应的阅读练习。
2.
过程与方法：通过情景创设，体验学习，以阅读训练，习题训练等方式培养学生的阅读理解能力
3.
情感态度价值观：To
remember
some
important
events
in
the
history
both
in
China
and
in
the
world.
二、
学习重点：阅读指导：学会使用阅读策略更好地理解文章
三、学习难点：Master
and
understand
the
whole
passage
2b.
四、教法：情景教学法、多媒体辅助教学、阅读训练、结对合作。
五、学法：自主、合作、交流、展示。
六、学习过程
学习环节
教师活动
学生活动
预设效果
设计意图
师导入生听理解模仿说
1.
Ask
them
to
look
at
the
pictures
and
talk
about
the
events
.Encourage
students
to
say
what
they
were
doing
when
the
events
happened.2.Check
the
answers
with
Ss.
1.Ss.talk
about
what
they
were
doing
when
Liuxiang
won
the
gold
medal
at
the
2004
Olympics.S1:
I
was
sleeping.S2:
I
was
watching2.Say
the
answers
部分学生不会表达，同伴互教。
激活学生脑海中的图式，为阅读材料做准备
师要求师指导生展示评价
Have
Ss
read
the
article
and
find
the
new
words.2.Fast
reading:
Read
the
passage
and
answer
the
questions.1).
What
are
the
two
events
in
the
passage?2).
When
did
they
happen?3.
Careful
Reading
T:
Now
let’s
read
these
sentences
about
the
letter.
Read
the
passage
again
and
do
2c
4.
Check
the
answers
with
Ss.5.
Get
Ss
to
read
loudly
together
and
then
do
2d.
6.
Check
the
answers
with
Ss.
1.Ss
listen
and
try
to
learn
the
new
words.
destroy,
terrorist,
flight,
as…
as；
murder,
recent；heard,
modern,
kill,
bright,
playground,
bell,
rang,
told,
close,
silence,
meaning,
became,
earth,
hero,
flew,
hear
about,
take
place。2.
Ss
Skim
and
answer
the
question3.
Read
the
passage
again.
Are
the
following
statements
true
(T)
or
false
(F),
or
is
the
information
not
given
(NG)?Say
the
answers___
1).
Everyone
in
American
remembers
who
killed
Dr.
King.___
2).
Robert
Allen
was
eating
lunch
when
Dr.
King
was
killed.___
3).
Robert’s
parents
were
shocked
to
hear
the
news.___
4).
Kate
Smith
was
watching
a
movie
when
a
plane
hit
the
World
Trade
Center.
___
5).
Kate
didn’t
think
her
friend
was
telling
the
truth
about
the
event.5.Ss
read
and
circle
the
part
of
speech
of
each
word
and
make
their
own
sentences
with
the
words.6.
Say
the
answer
绝大多数学生能找出新单词，但在做阅读习题时也会出现一些错误，可告诉学生策略，快速读过去，取出读物中关键性的东西。如还是不会，可采取让优等生帮助。
要求学生在书本中画出要落实重点单词、词组和句型。呈现仔细阅读的问题任务，培养他们的根据任务阅读的能力。
师示范生练习展示师生评价
Have
Ss
look
at
3aHow
much
do
you
remember
about
the
events
in
the
passage?2.
Check
the
answers
with
Ss.
1.
Test
their
partner.A:
When
did
Dr.
Martin
Luther
King
die?B:
He
died
on
…2.
Say
the
answers
多数学生都会积极参与其中。教师巡视指导。学生互教。
在讨论中运用、输出重难点知识。
作业布置
练习册
板书设计
A:
When
did
Dr.
Martin
Luther
King
die?B:
He
died
on
…
课后反思
第六课时
Section
B(3b-selfcheck)
课型：综合型课
授课时间：
年
月
日
一、学习目标
1．知识与技能：
1).完成本单元写作话题。
2).总结所学内容，并完成适当练习。
2.
过程与方法：通过情景创设，体验学习，以写作训练，习题训练等方式帮助学生完成本节课的写作目标。
3.
情感态度价值观：通过归纳总结，提高自己的学习效率。提升学习幸福感和对英语的学习兴趣。
二、
学习重点：
本单元重点单词和词组。
三、学习难点：写作表达。
四、教法：情景教学法、多媒体辅助教学、写作训练、结对合作。
五、学法：自主、合作、交流、展示。
六、学习过程
学习环节
教师活动
学生活动
预设效果
设计意图
师导入生听理解模仿
Self
Check
11.
Read
the
instructions
to
the
class.
2.Check
the
answers
with
Ss.
my
brother
was
laughing,
the
television
news
reported
that
other
people
had
seen
the
light
as
well.
1
Fill
in
the
blanks
with
when
or
while.1).
_____
I
was
walking
home
from
school,
I
saw
a
strange
light
in
the
sky.
But
_____
I
pointed
it
out
to
my
friend,
it
went
away.2).
______
I
told
my
older
brother
about
the
strange
light
in
the
sky,
he
just
laughed
and
didn’t
believe
me.2.Say
the
answers
学生几乎都能做出一些，但在使用词汇的正确方面存在较大问题。讲解，讨论，加深理解。
巩固重点词汇，能够运用过去进行时态谈论在过去某一时刻某人正在做某事
师指导生练习展示核对答案
Self
Check
2Tell
Ss
to
read
the
short
passage
and
fill
in
the
blanks
2.Tell
Ss
should
try
to
read
the
short
article
first
and
try
to
know
the
main
meaning.
Then
read
carefully
and
try
to
understand
the
meaning
of
each
blanks.3.Check
the
answers.
1.Fill
in
the
blanks
with
the
correct
forms
of
the
words
in
brackets.2.Read
the
short
article
first
and
try
to
know
the
main
meaning.
Then
read
carefully
and
try
to
understand
the
meaning
of
each
blanks.3.Check
the
answers
and
then
read
together.
在教师由浅入深的引导中，学生都能写出一些句子。借助词汇表，教师的指导完成。
由简到难，逐步进入文本写作训练，从局部到整体，层层推进。同时，学生在练习、巩固、写作的基础上，突破重难点,培养学生的写作能力。
师引导生写展示
Section
B
3b1.Make
notes
about
an
event
you
remember
well.2.
Write
a
short
article
about
the
important
event
in
3a.
3.Check
1.Make
notes
about
an
event
you
remember
well.
What
was
the
event?When
did
it
happen?Where
did
it
happen?What
were
you
doing?What
were
your
friends
doing?Why
was
it
important?Why
do
you
remember
this
event?2.
Write
a
short
article
about
the
important
event
in
3a.
3.Read
it.
学生都能完整的写出来。个别组内辅导。
作业布置
用I
was
…
ing
when
what
….
happened.While
I
was
…ing,
what
…
Happened各写五句话
板书设计
while
...was/were
doing.When...did.
课后反思
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