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人教版八年级英语下册Unit5 Section B
阅读语篇 “What were you doing when the rainstorm came ”
教学设计
Reading
单元话题: What were you doing when the rainstorm came
单元学习主题: Unforgettable events
课时主题: terrorist incidents
本课属于“人与社会”主题范畴，涉及“政治历史事件”。
一、语篇研读
What: 本课语篇是以重大的突发政治历史事件为背景：国民权运动领袖Martin Luther King被刺杀以及震惊世界的9.11恐怖袭击事件（世贸大楼被毁）。五十多岁的Robert Allen回忆了Martin Luther King被刺时他和他家人震惊的经历；Kate Smith回忆了世贸大楼被毁时她在办公室里惊恐的心情，通过人们的回忆讲述过去发生的事情，复习过去进行时在实际语境中的使用。
Why: 通过阅读这篇文章，回顾重大事件来复习过去进行时在实际语境中的使用，让学生保持对英语学习的兴趣；对看文章插图、标题以及每个段落首尾句等阅读技巧和略读、寻读等阅读方法的感悟、体验和学习，增强阅读理解能力，引导学生关注当今世界发生的战事，激发自身作为世界公民的忧患意识和责任意识，同时让学生对恐怖分子进行批判、形成维护世界和平、热爱世界和平的意识。
How: 本课的语篇内容是美国的两大重要事件。主要内容为国民权运动领袖Martin Luther King被刺杀以及震惊世界的9.11恐怖袭击事件。第一部分（第一到第二自然段）主要是讲国民权运动领袖Martin Luther King被刺杀时的时间以及Robert Allen当时正在做什么以及他的心情；第二部分（第三到第四自然段）主要是讲震惊世界的9.11恐怖袭击事件的时间以及Kate Smith当时正在做什么以及她的心情如何。这部分包含了谈论美国两件重大历史事件的主题词汇，如 completely shocked、terrorists、take down、in silence、tower等，以及人们在听到这个消息后正在做什么和人们当时的心情如何的语言表达，如“ We were eating dinner in the kitchen when we heard the news.” “We were completely shocked! ”“I was so scared that I could hardly think clearly.”
文章中使用了多种时态准确传达信息。例如：使用过去进行时was/were doing表述人们听到国民权运动领袖Martin Luther King被刺杀以及震惊世界的9.11恐怖袭击事件（世贸大楼被毁）这两则消息后正在做什么；使用一般过去时表示美国的两大重要历史事件已经发生了以及人们的心情是如何的。
二、教学目标
通过本课的学习，学生能够：
1. 获取两大重要历史事件，包括时间、地点、人物、事件名称以及当时人们的活动和心情，完成这两大重要事件的学习。
2. 通过两大重要事件的学习，让学生关注、提取、归纳并内化当人们听到消息后正在做什么以及人们当时心情的语言表达方式。
3. 运用相关语言的表达方式，与同伴讨论后并谈论今年三月份俄罗斯莫斯科音乐厅遭恐怖袭击时学生在做什么以及他们的心情如何，引导学生们对破坏世界和平的恐怖分子进行批判，呼吁人们要维护世界和平。
第三、教学重难点
重点：学生能够通过看文章插图、标题以及每个段落首尾句等阅读技巧和略读、寻读等阅读方法来了解两大重要历史事件的内容以及运用过去进行时这个时态进行相应的表达。
难点：学生学完本节课的内容后能够形成正确的三观(人生观、世界观、价值观)，对恐怖分子进行批判，同时力争维护世界和平，共同创造美好的家园。
第四、教学方法
Task-based teaching method、Cooperative learning method
第五、教学工具
教材、黑板、多媒体
第六、教学过程
教学目标 学习活动 效果评价
1.Students are able to obtain the information of two important historical events (terrorist incidents), including when, where, who, what, people’s activities and feelings. （学习理解） 1. Lead-in: First, show the date when Shinzo Abe was killed, and ask students if they know what happened on that day. Next, in the brainstorming process, ask students to say what they were doing and how did they feel when they heard the news, and share their ideas with each other. 2. Ask students if they want to learn about important historical events in the United States, and continue to show the first date and two pictures of Martin Luther King, let them know about the day when Martin Luther King was killed and some background knowledge about him. Continue to present the second date and guide students to recall the 9·11 terrorist event -- the World Trade Center was taken down by terrorists. Let students know that when American people heard about these two important historical events (terrorist incidents) in the United States, they were completely shocked. 3. Guide students to judge the main idea of the article by looking at the title and two pictures. 4. Require students to read every paragraph of the article and design corresponding questions that based on each paragraph and let students find out the answers from each paragraph, which can make them obtain relevant information about the two important historical events (terrorist incidents). 观察学生回答问题的表现，根据说出的具体单词和短语，了解其两大重要历史事件(恐怖事件)的词汇储备。 根据学生判断出的文本内容，让学生继续阅读文章，观察学生在阅读文章时找到的关键词，判断其获取并记录信息的全面和准确程度。
设计意图：导入图片，创设情境，激发学生参与的兴趣，激活学生学习关于两大重要历史事件的词汇；通过猜测文章内容引发学生思考，培养学生利用日期和图片线索进行推断预测的能力；帮助学生整体感知文章内容，并培养学生准确获取、梳理和记录关键信息的能力。（感知与注意、获取与梳理）
2. After studying these two important events, students are encouraged to pay attention to extract, summarize, and internalize the language expression of what people were doing when they heard the news and their feelings at that time. (应用实践) 5. Guide students to retell the passage based on the mind map on the blackboard or the PPT. 观察学生复述文章的细节信息是否全面、具体，使用语言是否正确，把握学生内化所学内容和语言的情况。
设计意图：引导学生转述文章的核心内容，梳理、学习和内化关键句型与重点语言，为进一步在以后发生重要事件中运用所学做好铺垫。（描述与阐释、内化与运用）
3. Ask students to using relevant language expressions and discuss what they were doing and their feelings during the terrorist attack on the Moscow Concert Hall in March this year. Guide students to criticize terrorists who have disrupted world peace and call on students to safeguard world peace. (迁移创新) 6. Guide students to recall the terrorist attack on a concert hall in Russia in March this year and let them know the death toll in this terrorist attack. Lead students to recall two terrorist incidents mentioned by the passage in order to lay the foundation for the following discussion on the views of terrorists. 7. Discuss your opinions on terrorists and use some adjectives to describe them, thus calling on students to strike and eradicate terrorists so that our world is love and peace. 8. Discuss how to safeguard world peace as a student. 观察班级讨论对恐怖分子的看法和作为一名中学生如何维护世界和平这两个问题时，学生是否能够准确发现相关语言表达，根据需要给出必要指导和反馈。
设计意图：引导学生进行超越语篇、联系实际生活的活动，用所学语言表达对恐怖分子的看法和作为一名学生应如何维护世界和平。培养学生多了解国内外发生的重要事件，树立起正确的三观，提高解决实际问题的能力，推动迁移创新。（想象与创造）
总结: We learned 1. two important events in America; 2. know how to use past continuous tense(过去进行时) to describe what we were doing when we heard the news; 3. learn some reading skills such as looking at the title of the passage and reading the first or the last sentence of each paragraph. We hope that there will be no war, no terrorism, and no racial discrimination in the world and value our lives and pursue love and peace.
第七、作业
1. For all students, search online for background knowledge on the conflict(冲突) between Palestine(巴勒斯坦) and Israel(以色列)
2. For some students, try to talk about Israel’s attack on Gaza in English.
第八、板书设计
第九、教学反思
Unit5 What were you doing when the rainstorm came
Do You Remember What You Were Doing

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