资源简介

Unit 5 What were you doing when the rainstorm came
Section B (2a-2e)
Ⅰ. Teaching contents
This is a reading lesson. It talks about people’s memories of their activities during two important events in America.
Ⅱ. Teaching objectives
Language competence：Students can have a better command of the structure of past progressive tense.
Learning ability：Students are able to apply the reading strategy (reading the title and first sentences) to relative reading materials.
Thinking quality：Students can clarify the structure of the passage.
Cultural awareness：Students can be interested in learning and exploring some important events happened in America.
Ⅲ. Teaching key and difficult points
1. Key points：
(1) The teacher will help students to master the past progressive tense.
(2) The teacher guides students to clarify time sequences of two events and people’s activities.
2. Difficult points：
The teacher help students improve their reading skills.
Ⅳ. Teaching Methods：Cooperative learning method
Ⅴ. Teaching tools
Blackboard, textbook, multi-media, some pictures and reading materials.
Ⅵ. Teaching procedure
Lead-in
After greeting students, the teacher will ask students the following questions.Then the teacher will invite some volunteers to share their answers.After that, the teacher will give corresponding comments on students’ answers and show the topic of this lesson.
What were you feeling when you heard that COVID-19 broke out in Wuhan at first
What were you doing at that moment.
【Justification】These questions can introduce the topic today naturally.
Pre-reading
At first, the teacher will organize students to make a prediction by using some pictures about Dr. Martin Luther King and the World Trade Center.
Next, the teacher will introduce the reading strategy (reading the title and first sentences) to students so that they have a better understand of the text.
【Justification】 The above activities can help to lay the foundation for the next step of reading.
While-reading
Extensive reading
Students will listen to the text for the first time to check their predictions and conclude the main idea of the text.
Intensive reading
Students should listen to the passage for the second time and do the following tasks：
① True or False
______ Everyone in America remembers who killed Dr. King.
______ Robert Allen was eating lunch when Dr. King was killed.
______ Robert’s parents were shocked to hear the news.
______ Kate Smith was watching a movie when a plane hit the World Trade Center.
______ Kate didn’t think her friend was telling the truth about the event.
② Form-filling
Dr. Martin Luther King was killed. April 4,1968 Robert was eating dinner with his parents.
The World Trade Center was taken down. Sept. 11,2001 Kate was working in her office.
【Justification】In the process of completing the reading tasks at different levels, students can not only understand the content and certain details of the passage, but also improve their reading skills.
Post-reading
Students will work in groups to discuss the following questions about what the people of different professions (such as police, doctors, scientists, and the officers in government) were doing when the COVID-19 broke out by using the sentence pattern: was/were doing.
Several minutes will be given.When time’s up, several students will be invited to share their answers.Then the teacher will comment on students’ performances.
【Justification】Group activities will provide students with the opportunity to apply what they have learnt to the situation, improve their comprehensive language skills, and boost their confidence in learning English and strengthen their sense of teamwork.
Summary and Assignment
Summary
The teacher can ask students to act as assistants to conclude what they have learnt from this class, and then make a summary together.
Assignment
① Retell the passage after class.
② Complete the reading materials given by the teacher and check the answers in the next class.
【Justification】Reviewing the important knowledge in this lesson can deepen students’ impression and help them form good learning habits. Meanwhile, the task of completing the relative reading materials can help students master the reading strategy better.
Ⅵ. Blackboard design
Ⅷ. Reflection

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