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Unit 5 What were you doing when the rainstorm came
课时1　Section A(1a-2d)
课时教学目标
1. 能够用过去进行时谈论过去发生的事情。
2. 能够通过图片预测故事情节。
3. 在描述过去发生的事件和经历时，能够了解自己和他人的不同心境与感想，从而提升自身的思维能力。
教学重点：
1.Key vocabulary:
rainstorm, alarm, begin, heavily, suddenly, strange
wait for the bus, walk home, at the time of the rainstorm, go off, be busy doing, pick up
2.Key sentences:
a. What was the girl doing at the time of the rainstorm
b. I was waiting for the bus when it began to rain heavily.
c. I was so busy looking for the umbrella that I didn’t see a car coming.
d. While you were sleeping, I called Jenny and she helped me.
3.Structure:
a. When/ while... b. be busy doing c. was/ were doing
教学难点：
Learn to express past events by using past progressive tense.
教学过程
Step 1 Lead-in
1. Show a video about a rainstorm hitting a city, and then ask students to talk about the weather.
2. Teach students the new word “rainstorm”.
Step 2 Work on 1a
1. Let students observe the four pictures. Ask them to finish the tasks:
(1) Where were the people at the time of the rainstorm
(2) Match the statements with the people in the picture.
2. Check the answers and ask students to read the four sentences in 1a.
Textbook Answers 1. b 2. a 3. d 4. c
Key points
1. rainstorm n. 暴风雨【构词法】rain n. 雨+ storm n. 和风暴有关的恶劣天气= rainstorm【拓展】thunderstorm n. 雷暴；snowstorm n. 暴风雪；sandstorm n. 沙暴
2. at the time of 在……的时候 3. bus stop n. 公共汽车停靠站
Step 3 Listening (1b)
1. Ask students to observe the four pictures before listening, and read the phrases and words in 1b.
2. Play the recording twice. First, ask students to listen carefully and circle the correct responses. Second, listen again and check the answers.
Textbook Answers Circled: a. doing my homework b. reading c. waiting for the bus d. walking home
Step 4 Pair work (1c)
1. Let students complete the conversation in the box together.
2. Let students read the conversation in the box in pairs.
3. Ask students to talk about what the people in 1a were doing at the time of the rainstorm. Ask them to pay attention to the structure “was /were +doing”.
4. Ask some pairs to act in class.
Step 5 Work on 2a
1. Ask students to observe the 5 pictures in 2a and predict the order of the pictures.
2. Play the recording for the first time to help students get the main idea and number the pictures.
3. Play the recording again and check if the students’ prediction is correct.
Textbook Answers 4, 1, 5, 3, 2
Step 6 Work on 2b
1. Ask students to listen again and fill in the blanks in the sentences in 2a with words or phrases.
2. Check the answers.
Textbook Answers was; looking; woke; ate; was waiting; ran
Key points（针对训练习题见上课课件PPT）
1. go off（闹钟等）发出响声 2. be busy doing sth. 忙于做某事
3. begin to do sth.= begin doing sth. 开始做某事；begin with 以……开始；to begin with 首先
4. see sth. doing 看见某事正在进行中( 强调正在发生)
5. heavily adv. 在很大程度上；大量地（常修饰动词，常用来描述雨、雪下得大）；heavy adj. 重的
Step 7 Work on 2c
1. Let students retell the experience of the boy in 2a and give some tips.
2. Let students work in pairs. Ask students to read through the information in 2a and make up a dialogue between the boy and a TV reporter. Let students make the dialogue like the one in 2c.
3. Choose some pairs to act it out in front of students.
Step 8 Work on 2d
1. Ask students to read after the recording of 2d and get the main idea.
2. Play the recording again and ask students to try to answer the two questions.
(1) Why did Mary ring up Linda (2) Who helped Mary at last
Answers (1) Because Mary needed Linda’s help with her homework. (2) Jenny (helped her).
3. Role-play in pairs. And then let several pairs of students role-play the conversation in class.
Key points（针对训练习题见上课课件PPT）
1. pick up (the phone) 接电话（= answer the phone）
2. at that time 当时（过去进行时的标志语之一）
3. strange adj. 奇怪的，奇特的【拓展】strangely adv. 异常地，奇怪地；stranger n. 陌生人
4. so many times 那么多次
教学效果评价
通过听说活动，学生学会了如何运用过去进行时态谈论和分享过去的事。通过对听力及口语策略的感悟、体验和学习，提升了听说技能。
作业
完成《点拨训练》UNIT 5 课时1 Section A (1a—2d) 的练习。
教学笔记
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3Unit 5 What were you doing when the rainstorm came
课时5　Section B(2a-2e)
课时教学目标
1. 能够使用 when 与 while 引导的时间状语从句来表述过去发生的事件。
2. 能够理解文中两个重要的历史性事件及人们的感受。
3. 能够运用阅读策略，提升阅读效率。
4. 能够培养学生自由、民主、热爱和平的意识。
教学重点：
1.Key vocabulary :
passage, pupil, completely, shocked, silence, recently, terrorist, date, tower, truth.
in history, in silence, at that time, on the radio, be shocked, have meaning to, take down, look out, at first.
2.Key sentences:
1. People often remember what they were doing when they heard the news of important events in history.
2. Many people remember what they were doing on April 4, 1968.
3. This was a day Kate Smith will never forget.
4. I was so scared that I could hardly think clearly after that.
3.Structure
a. ...remember what they were doing when ....
b. ...so... that ...
教学难点：
Learn to understand the theme of 2b and grasp the meaning of the title as well as the first sentences of each paragraph.
教学过程
Pre-reading
Step 1 Lead-in
1. Let students watch a piece of news of Yuan Longping’s death and help students learn some new words and expressions by talking about the event.
2. Tell students that people often remember what they were doing when they heard the news of important events in history.
Step 2 Work on 2a
Let students read the title and look at the pictures in the passage, and ask them to finish the tasks below to guess the main idea of the passage.
(1) From the title, we can guess the passage is about something happening .
A. in the past B. at present C. in the future
(2) How many events may be mentioned ( 提到 )
________________________________________________________________
Answers (1) A (2) Two.
Textbook Answers Answers will vary. Suggested answers:
The passage is about events that happened in the past.
While-reading
Step 3 Work on 2b
Fast reading
1. Ask students to read the passage quickly and try to match the main ideas with the paragraphs.
Para. 1 A. Martin Luther King’s death.
Para. 2 B. 9.11 event.
Para. 3 C. The feeling of Robert’s family.
Para. 4 D. The feeling of Kate Smith.
Answers Para. 1 — A Para. 2 — C Para. 3 — B Para. 4 — D
2. Ask students to read Paragraphs 1 & 2 and complete the mind map.
Answers
(1) killed (2) April 4, 1968 (3) America (4) eating dinner in the kitchen (5) shocked
3. Ask students to read Paragraphs 3 & 4 and complete the chart.
What was the event (1) ______________________was taken down.
Where did it happen (2) _______________________________________
When did it happen (3) _______________________________________
Who did it (4) _______________________________________
What was Kate Smith doing (5) _______________________________________
How did Kate Smith feel (6) _______________________________________
Answers
(1) The World Trade Center (2) In New York.
(3) On September 11, 2001. (4) Terrorists. (5) She was working in her office.
(6) She was so scared that she could hardly think clearly after that.
Textbook Answers
Answers will vary. Suggested answers:
1. Dr. Martin Luther King was killed; The World Trade Center in New York was taken down by terrorists.
2. April 4, 1968; September 11, 2001.
Careful reading（知识点讲解及针对训练详见上课课件PPT）
Do You Remember What You Were Doing
People often remember what they were doing when they heard the news of important events in history. In America, for example, many people remember what they were doing on April 4, 1968. This was an important event in American
be killed 被杀
history. On this day, Dr. Martin Luther King was killed. Although some people may not remember who killed him, they remember what they were doing when they heard the news.
= more than 超过
Robert Allen is now over 50, but he was a school pupil at that time. “I was at home with my parents,” Robert remembers. “ We were eating dinner in the kitchen when we heard the news on the radio. The news reporter said, ‘Dr. King died just
be shocked 被震惊
10 minutes ago’. My parents were completely shocked! My parents did not talk after that, and we finished the rest of our dinner in silence. ”
余下的…… = silently 默默地
More recently, most Americans remember what they were doing when the World
be taken down by terrorists 被恐怖分子摧毁
Trade Center in New York was taken down by terrorists. Even the
have meaning to... 对……有意义
date—September 11, 2001—has meaning to most Americans.
This was a day Kate Smith will never forget. She remembers working in her office near the two towers. “My friend shouted that a plane just hit the World Trade
最初，起先
Center! I didn’t believe him at first, but then I looked out of the window and
so...that +句子 如此……以至于 清晰地思考
realized that it was true. I was so scared that I could hardly think clearly after that.”
Step 4 Work on 2c
1. Ask students to read the passage again, and judge the following statements in 2c true (T) or false (F) or if the information is not given (NG).
2. Check the answers.
Textbook Answers 1. F 2. F 3. T 4. F 5. T
Key points
tell the truth 说实话
Step 5 Work on 2d
1. Let students read the sentences in 2d and underline sentences from the passage with similar meanings when they read the passage again.
2. Ask several students to share their answers, and check the answers.
Textbook Answers
1. Although some people may not remember who killed him, they remember what they were doing when they heard the news.
2. My parents did not talk after that, and we finished the rest of our dinner in silence.
3. Even the date — September 11, 2001 — has meaning to most Americans.
4. I was so scared that I could hardly think clearly after that.
Key points
have trouble doing sth. 做某事有困难
Post-reading
Step 6 Work on 2e
1. Ask students how much they remember about the events in the passage. Let students work in pairs. One can test his or her partner by asking some questions.
2. Ask some students to act out their conversations in class.
Step 7 Extended exercise
Read the passage again. Finish the mind map and retell the passage in groups. (Each group can choose one of them they like)
Answers (1) killed (2) April (3) America (4) dinner (5) shocked (6) taken (7) September (8) New York (9) towers (10) scared
教学效果评价
通过本课时的学习，学生学会了运用过去进行时描述过去的重大事件，并正确表达自己的观点；掌握本课阅读技巧，提升了阅读获取信息的效率；能根据思维导图复述文章内容，学会梳理文章知识，实现语言知识的内化。
作业
完成《点拨训练》UNIT 5 课时5 Section B (2a—2e) 的练习。
教学笔记
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5Unit 5 What were you doing when the rainstorm came
课时2　Section A(3a-3c)
课时教学目标
1. 能够通过标题和文章插图猜测文章的主旨大意。
2. 能够用思维导图梳理文章内容，并以思维导图为提纲复述文章。
3. 学习在遇到困难的时候互相帮助的精神。
教学重点：
1.Key vocabulary:
storm, wind, light, report, area, wood, window, flashlight, match, beat, against, asleep, rise, fallen, apart
at first, feel like, put...over..., make sure, beat against,have fun with, fall asleep, die down, wake up, in a mess,clean up, break apart, bring closer together.
2.Key sentences:
a.With no light outside, it felt like midnight.
b.Ben’s dad was putting pieces of wood over the windows while his mom was making sure the flashlights and radio were working.
c.Ben was helping his mom make dinner when the rain began to beat heavily against the windows.
d.He finally fell asleep when the wind was dying down at around 3:00 a.m.
e.When he woke up, the sun was rising.
3.Structures:
a.was/ were doing...
b.have fun with...
c.feel like...
教学难点：
Learn to tell the story in 3a and grasp the theme of 3a .
教学过程
Pre-reading
Step 1 Lead-in
1. Show students a video of a rainstorm hitting the neighborhood. And ask students “What happened ”
2. Before reading, ask students to brainstorm together.
(1) What is the weather like before a rainstorm
(2) What should we prepare before a rainstorm
Answers (1) Tips: black clouds, strong winds, thunder and lightning
(2) Tips: flashlights, matches, lighters, candles, food, water
Step 2 Work on 3a
1. Show the title and the illustration to students. Ask students to predict the main idea of the text.
2. Show the map of America, and ask students to find the position of Alabama.
3. Tell students something about Alabama: Alabama is in the southeast of the United States. There are often tornadoes, hurricanes and rainstorms in March and April every year.
While-reading
Step 3 Work on 3a
Fast reading
1. Ask students to read the passage quickly and match the main ideas to the paragraphs.
Para. 1 A. Everyone was busy for the coming storm.
Para. 2 B. It was reported（报道）that a rainstorm was coming.
Para. 3 C. The neighborhood was in a mess after the storm.
Para. 4 D. The heavy rain finally started.
Answers Para. 1—B Para. 2—A Para. 3—D Para. 4—C
2. Ask students to read the passage and divide it into three parts.
(1) Part 1 (Paragraph 1 and Paragraph 2) Before the rainstorm
① Read Paragraph 1 quickly and try to complete the mind map.
Answers (1) winds (2) clouds (3) dark (4) light (5) midnight
② Read Paragraph 2 carefully and fill in the blanks about what people were doing before the storm.
Ben’s dad (1) wood (2) the windows.
Ben’s mom (3) and radio were working. She also put some (4) and (5) on the table.
Answers (1) was putting pieces of (2) over (3) was making sure the flashlights (4) candles (5)matches
(2) Part 2 (Paragraph 3) During the rainstorm
Read Part 2 carefully and complete the mind map.
Answers (1) beat heavily against the windows (2) was helping his mom make dinner
(3) tried to play a card game
(3) Part 3 (Paragraph 4) After the rainstorm
Ask students to read Part 3 carefully and answer the questions.
① What was the neighborhood like after the storm
② What did Ben’s family do
③ What did the writer think of the rainstorm
Answers ① The neighborhood was in a mess. Fallen trees, broken windows and rubbish were everywhere.
② They joined the neighbors to help clean up the neighborhood together.
③ It brought families and neighbors closer together.
Textbook Answers Answers will vary. Suggested answers:
1. Strong winds were blowing, and black clouds were making the sky very dark.
2. The neighborhood was in a mess. There were fallen trees, broken windows and rubbish everywhere.
Careful reading（知识点讲解及针对训练详见上课课件PPT）
The Storm Brought People Closer Together
Ben could hear strong winds outside his home in Alabama. Black clouds were
feel like (1) 感觉像+ sth. (2)想要+ doing sth.
making the sky very dark. With no light outside, it felt like midnight. The news on TV reported that a heavy rainstorm was in the area.
be doing sth. while... be doing 当……时……（前后都用进行时，表示两个动作同时进行）
Everyone in the neighborhood was busy. Ben’s dad was putting pieces of wood
make sure (that) ... 确保；设法保证
be sure to do sth. ... 一定要，务必（去做某事）
over the windows while his mom was making sure the flashlights and radio were working. She also put some candles and matches on the table.
重重地击打在……
Ben was helping his mom make dinner when the rain began to beat heavily against
try to do sth. 试图做某事；try doing sth.尝试做某事
the windows. After dinner, they tried to play a card game, but it was hard to have fun with a serious storm happening outside.
起先 fall asleep 进入梦乡
Ben could not sleep at first. He finally fell asleep when the wind was dying down
die down 逐渐变弱，消失dying现在分词
at around 3: 00 a.m. When he woke up, the sun was rising. He went outside with
wake up 醒来；唤醒 一团糟
his family and found the neighborhood in a mess. Fallen trees, broken windows
join sb. to do sth. 加入某人做某事 clean up 打扫（或清除）干净
and rubbish were everywhere. They joined the neighbors to help clean up the
break... apart 使……支离破碎
neighborhood together. Although the storm broke many things apart, it brought families and neighbors closer together.
bring (sb.) closer (together) 使……更团结，关系更近
Step 4 Work on 3b
1. Ask students to read the passage again.
2. Ask students to complete the sentences in 3b.
3. Choose one or two students to check the answers.
Textbook Answers 1. were blowing 2. was putting pieces of wood over the windows 3. was helping his mom make dinner 4. fell asleep; was dying down
Post-reading
Step 5 Work on 3c
1. Discuss in groups. Think deeply about the questions.
(1) What other things can bring people closer together
(2) How can we help each other in times of difficulty
2. Ask several students to share their groups’ ideas in class.
Textbook Answers Answers will vary. Suggested answers:
1. An earthquake, fire, floods and so on.
2. We should calm down and encourage others in times of difficulty./We should do what we can do to help others, like raising money, providing clothes, food and medicine and so on.
教学效果评价
通过本课时的学习，学生提高了记忆检索、提取概括、分析判断、推理论证、创造想象等英语学科能力 ,能利用思维导图梳理概括出文章结构，通过小组合作提升了思维能力。
作业
完成《点拨训练》UNIT 5 课时 2 Section A (3a—3c) 的练习。
教学笔记
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5Unit 5 What were you doing when the rainstorm came
课时3　Section A(Grammar Focus-4c)
课时教学目标
1. 能够用过去进行时谈论过去正在发生的事情。
2. 能够分辨when 和while 引导时间状语从句时的不同用法。
教学重点：
1.Key vocabulary:
icy, kid.
have a look,turn on, right away, the place of the accident, in bad shape from hitting, be kidding.
2. Key sentences:
a.What was she doing at the time of the rainstorm
b.While Linda was sleeping, Jenny was helping Mary with her homework.
c.While I was making my breakfast, my brother was listening to the radio.
3. Structure
because of
教学难点：
Learn to use when/ while..., ... was/were doing... to describe the past events.
教学过程
Step 1 Lead-in
1. Show students a picture and a mother is cooking in the picture. Ask students “What was your mother doing when you got home yesterday ” and help students to answer “She was cooking.”
2. Tell students “She was cooking.” is a sentence using the past progressive tense.
Step 2 Work on Grammar Focus
1. Tell students we are going to learn more sentences using the past progressive tense. Ask students to work in pairs and practice reading the sentences in the form. One asks and the other answers. Then ask some pairs to act them out in class.
2. Ask several students what they know about the past progressive tense.
3. Explain the usage of the past progressive tense to students. （针对训练习题见上课课件PPT）
(1) 定义：过去进行时表示在过去某一时刻或某一段时间正在进行的动作。
(2) 结构：was/were + v.-ing。
(3) 部分时间标志
① at that time, at this time yesterday
② from… to…+ 过去的时间，如：from seven to nine last night
③ at + 钟点+ 过去的时间，如：at eight yesterday
④ the whole morning/afternoon/…
⑤ when/while 引导的时间状语从句
(4) 句式结构：
肯定句：主语+ was/were + doing + 过去的时间状语或时间状语从句。
否定句：主语+ was/were +not+doing + 过去的时间状语或时间状语从句。
一般疑问句：Was/Were + 主语+ doing + 过去的时间状语或时间状语从句？
特殊疑问句：特殊疑问词+ was/were + 主语+ doing + 过去的时间状语或时间状语从句？
4. Ask students to pay attention to the sentences conducted by when and while. And then tell the differences between while and when. （针对训练习题见上课课件PPT）
(1) 词义不同：while 表示“在……期间”，指一段时间。when 既可以指时间点，也可指一段时间。
(2) 从句谓语动词不同：while 引导的从句的谓语动词必须是延续性动词。when 引导的从句 的谓语动词可以是延续性动词，也可以是非延续性动词。
(3) 强调的重点不同：while 强调主句的动作和从句的动作同时进行。when 引导的从句的动 作和主句的动作可以是同时发生，也可以是先后发生。
(4) 时态不同：如果从句和主句的动作同时发生，两句都用过去进行时的时候，多用while 引导；含when 引导的时间状语从句的主从复合句，句子时态遵循“主将从现”的原则。
Step 3 Work on 4a
1. Ask students to look at the table first, and then ask students to read the sample sentences together.
2. Ask several students to write their sentences with both while and when on the blackboard.
3. Check the answers.
Textbook Answers · While John was taking photos, Mary bought a drink. /John was taking photos when Mary bought a drink.
· While John was playing the piano, Mary left the house. /John was playing the piano when Mary left the house.
· While John was cleaning his room, Mary turned on the radio. /John was cleaning his room when Mary turned on the radio.
· While John was shopping, Mary took the car to the car wash. /John was shopping when Mary took the car to the car wash.
Key points
1. take photos 拍照 2. turn on the radio 打开收音机【拓展】turn off 关闭
Step 4 Work on 4b
1. Ask students to fill in the blanks with was, were, when or while.
2. Ask several students to read the text sentence by sentence.
3. Check if their answers are right.
Textbook Answers While; was; was; While; When; was; was; were
Key points
1. have a look 看一看 2. in bad shape 变形；状况不好
Step 5 Work on 4c
1. Let students work in pairs. First ask their partners what they were doing at these times last Sunday, and then fill in the chart.
2. Ask students to make dialogues imitating the one in 4c with the information they have written down.
3. Ask several pairs to act out their dialogues in class.
Key points
be kidding 在开玩笑
教学效果评价
通过观察、讨论、归纳等课堂活动，学生能够探究和总结出过去进行时的用法并分辨when 与while 引导的时间状语从句的用法区别，思维的逻辑性得到提高，语言表达更加准确。
作业
完成《点拨训练》UNIT 5 课时3 Section A (Grammar Focus—4c) 的练习。
教学笔记
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3Unit 5 What were you doing when the rainstorm came
课时4　Section B(1a-1d)
课时教学目标
1. 能够听懂有关过去事件的对话，并从中获取关键信息。
2. 能够用when 或while 来谈论过去的事。
教学重点：
1.Key words:
realize,
miss the event,by the side of the road, walk by, make one's way.
2.Key sentences:
a.What event happened at the school yesterday
b. Kate saw a dog by the side of the road.
c. Kate waited for someone to walk by.
d. When the school basketball competition started, Kate was still making her way to school.
3.Structure
a. ...when/while... b. make one's way to...
教学难点：
Learn to listen to stories and pay attention to the structure was/were doing.
教学过程
Step 1 Lead-in
1. Show students a video about the manned spaceship returning to the earth. Ask students two questions:
(1) What was the event
(2) What were you doing when it happened
2. Help students to say out their answers with the past progressive tense.
Step 2 Work on 1a
1. Ask students to think of a time when they were late for or couldn’t go to an event.
2. Help students to tell others: What was the event What was the reason why they were late or couldn’t go Tell them the following expressions can help them: Last Monday/ Sunday/week/ month/... I was late for/couldn’t go to... because…
3. Ask several students to share their stories in front of the class.
Step 3 Work on 1b
1. Tell students they can guess the main idea from the questions and ask them to read the sentences.
2. Play the recording twice, and then ask students to write short answers to the questions.
3. Check the answers.
Textbook Answers Answers will vary. Suggested answers:
1. A school basketball competition.
2. Kate.
3. John’s team.
Note: As the rubric asks for “short answers”, it is not necessary for students to write full sentence answers.
Step 4 Work on 1c
1. Ask students to go through the sentences first and help students understand the key words.
2. Play the recording again and ask students to number the events (1—6) in the order they happened.
And then check the answers.
3. Let students retell the passage in groups.
4. Ask students “Is it necessary for Kate to help the dog ” and help students to develop the quality of loving animals.
Textbook Answers 4, 2, 6, 1, 5, 3
Key points（针对训练习题见上课课件PPT）
1. by the side of the road 在路边 2. Animal Helpline 动物救助热线
3. wait for 等待 4. walk by = pass by 走过；路过
Step 5 Work on 1d
1. Let students work in pairs. Ask students to make conversations to talk about why Kate missed the school basketball competition. Like the conversation in the box, Student A begins a sentence with while or when, and Student B completes the sentence.
2. Choose some pairs to act out their conversations in class.
Key points
“make one’s way to + 地点( 当地点为副词时省略to)” 前往某地
教学效果评价
通过更加深入的听力练习，学生在听说活动中能够准确获取关键信息, 例如时间、地点、人物、事件、原因、过程、结果等，逻辑思维和获取关键信息的能力得到了提高，能够用过去进行时描述过去的事件。同时懂得了动物是人类的朋友，要热爱并保护它们。
作业
完成《点拨训练》UNIT 5 课时4 Section B (1a—1d) 的练习。
教学笔记
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2Unit 5 What were you doing when the rainstorm came
课时6　Section B(3a-Self Check)
课时教学目标
1. 能够使用一般过去时和过去进行时谈论过去发生的事。
2. 能够在写作时注意文本的结构和逻辑关系。
3. 能够理解一些难忘的经历对我们生活造成的影响。
教学重点：
1.Key words:
point out, go away, as well, go up, call out, beat quickly.
2.Key sentences:
a. Write about why this event was important.
b. I went up and started to play.
c. When I heard my name, my heart beat so quickly I thought I would stop breathing.
3.Structure:
a. stop doing .....
b. ...as well.....
教学难点：
Learn to write a short article about an important event.
教学过程
Step 1 Lead-in
1. Show students the video reporting the Beijing 2022 Winter Olympic Games. And let students talk about more details about the event and why it impresses them so much.
2. Ask students to discuss how to describe an unforgettable thing in the past.
Step 2 Work on 3a
1. Ask one student to read the questions in 3a in class. Tell students all these questions can help them to talk about an event they remember well.
2. Analyse the seven questions. Tell students the first three questions—What was the event When did it happen Where did it happen —are general introduction, the next two questions—What were you doing What were your friends doing —are details, the last two questions—Why was it important Why do you remember this event —are your feelings and reasons.
3. Ask students to write down their notes.
Step 3 Work on 3b
1. Ask students to write the outline first and pay attention to the logic and structure.
2. Ask students to try to write three paragraphs.
3. Share several students’ articles on the screen, and correct the mistakes if necessary.
Textbook Answers Answers will vary.
Sample writing:
An important event that I remember well was the Indian Ocean earthquake and tsunami that happened on December 26, 2004. The earthquake happened under the sea and caused a tsunami that killed many people and destroyed many places in different countries.
When I heard the news of the earthquake and tsunami, I was hanging out at my classmate’s house with my friends. My friends were eating snacks and playing computer games.
I remember this event well because my mother was in Phuket, Thailand at the time for her job, and Phuket was one of the places affected by the tsunami. I was so worried and afraid for my mother that I cried. I went home immediately and waited for hours with my family before we received the news that my mother was alive and safe.
Step 4 Work on Self Check
Work on Self Check 1
1. Ask one student to see if he/she can tell the difference between when and while. Make sure that students understand the usage of when and while.
2. Ask the students to fill in the blanks with when or while.
3. Choose some students to check the answers.
Textbook Answers 1. While; when 2. When 3. While
Key points
point out 指出
Work on Self Check 2
1. Ask students to look through the passage quickly to help get the main idea. It will help them to judge which tense to use.
2. Let students fill in the blanks with the correct forms of the words in brackets.
3. Check the answers.
Textbook Answers was; joined; practiced; came; help; arrived; was; called; went; started; was playing; sat; waited; heard; was beating; won; was
教学效果评价
学生借助问题框架，了解描述过去难忘事件的写作结构与逻辑。通过问题框架的归类，掌握了描述难忘事件的写作顺序，即事件介绍、细节、感受及原因。结合习作练习及范文学习，强化了对一般过去时的理解与运用。语言能力在活动中得到了训练与巩固。
作业
完成《点拨训练》UNIT 5 课时6 Section B (3a—Self Check) 的练习。
教学笔记
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