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Unit5DoYouRememberWhatYouWereDoing?教学设计北戴河卢王庄中学王欢Ⅰ.TeachingContents:DoYouRememberWhatYouWereDoing?Ⅱ.Teachingaims:1.Knowledgeaims:Learnnewwordsandphrases:passage,pupil,completely,shocked,silence,insilence,recently,takedown,terrorists,date,tower,atfirst2.Abilityaims:A.Skimthepassagetocatchthemainidea.B.Readandunderstandthepassageandfinishtheexercises.3.Mentalaims:Payattentiontotheimportanteventsinhistory.Ⅲ.Teachingimportantanddifficultpoints：1.Learnnewwordsandexpressions.2.Readandunderstandthepassageandfinishtheexercisescorrectlyinalimitedtime.Ⅳ.Teachingaids:multimedia,blackboardV.Teachingprocedures：Step1Warming-upandleadingin 1.LetthestudentwatchthenewsaboutMH370T:Inourdailylife,therearemanythingshappeningarounduseveryday.Canyouthinkofanyimportanteventsthathappenedin2014?Let’swatchapieceofnews.T:Whatwereyoudoingwhentheplanedisappeared?Ss:Iwasdoingmyhomework/doingmyhomework....2.LookatthepictureaboutWenChuanT:In2008,anunpleasantthinghappenedinWenChuan,andmanythousandsofpeoplediedorlosttheirhomesduringtheearthquake.WhenIheardthenews,IwasworkinginmyofficeandIcouldn’tbelieveitatfirst.Butthen,Irealizeditwastrue.Ifeltverysadatthattime.Soboysandgirls,Iguess,atthattime,youwerestillapupil,a7or8year-oldboyorgirl,butI’msureyoustillrememberthisevent,right?(TheSsmayrespondsayingyesorjustnodding.)T:Lookatthepicture.Whendidithappen?Ss:OnMay12th,2008.T:Howdidyoufeelwhenyouheardthenews?Ss:Ifeltsurprisedandupset.T:Wherewereyouwhenyouheardthenews?Ss:Athome/Atschool/Ontheroad/Onmywaytoschool....T:Whatwereyoudoingatthattime?Ss:Iwashavingmylunch/IwaswatchingTV/Iwasridingmybiketoschool…. (Trytoaskstudentstoanswerthequestions.)Good.Icanseethatmanystudentsstillrememberthiseventandwhatyouweredoingduringthisevent.设计意图：利用学生熟悉的事件，创设真实的语言环境，让学生描述事件发生的时间、地点以及事件发生时自己的感受及当时所在做的事情。Step2Pre-readingOk,boysandgirls,attention,please!I’dlikeallofyoutocloseyourbooks.Justlookatthetwopicturesonthescreen.NowI’dliketoaskyousomequestions.LookatPicture1.Whatcanyouseeinthepicture?Amanisstandingonthestage.Icanseemanyotherpeoplearound.Maybeheismakingaspeech.Heseemslikealeader.Doyouknowwhoheis?LookatPicture2.Whatcanyouseeinthepicture?Icanseesomesmoke.Icanalsoseesometallbuildings.Idon’tknowwhatthenamesofthebuildingsare.Maybethebuildingwastakendown.Now,boysandgirls,pleaselookatthescreen,todaywe’regoingtoreadapassage.ThetitleisDoYouRememberWhatYouWereDoing?Thetitleishelpfulforyoutounderstandthetext.Justlookatthetitleandthetwopicturesonthescreen,canyouguesswhatthetextisabout?Now,Iwillgiveyouoneminutetothinkaboutit.Ifyougettheanswer,pleasehandup!(Asksomestudentstoguesswhatthetextmaybeabout,anyanswerwillbeOK.)设计意图：教会学生在读前能通过图片、标题等确定阅读的目的。Step3While-reading 1.Skimreading设计意图：教会学生读文章各段第一句的重要性。Nowclass,openyourbooksatPage38andreadthefirstsentenceofeachparagraphandtrytofindtheanswerstothefollowingquestions.It’sagoodideatoreadthefirstsentenceofeachparagraphbeforeyoureadthewholetext.NowI’llgiveyou2minutes.Circlethetwoeventsofthepassage2.Scanningreading设计意图：培养学生快速获取细节信息的能力。Well,boysandgirls,youdidaverygoodjob.Now,readthepassagequickly,andtrytofinishthetask.I’llseewhocanfindtheanswermorequickly.(1)Readthefirstandsecondparagraphandcompletetheform.(2)Readthethirdandfourthparagraphandanswerthequestion.Checkthestudents’answers.3.DetailreadingReadthewholetextcarefullyandfinishofftheexercises2cand2d.2cReadthepassageagain.Arethefollowingstatementstrue(T)orfalse(F),oristheinformationnotgiven(NG)?F___(1)EveryoneinAmericarememberswhokilledDr.King.F___(2)RobertAllenwaseatinglunchwhenDr.Kingwaskilled.T___(3)Robert’sparentswereshockedtohearthenews.F___(4)KateSmithwaswatchingamoviewhenaplanehittheWorldTradeCenter. T___(5)Katedidn’tthinkherfriendwastellingthetruthabouttheevent.2dUnderlinesentencesfromthepassagewiththesimilarmeaningstotheonesbelow.(1)Noteveryonewillrememberwhokilledhim,buttheycanrememberwhattheyweredoingwhentheyheardthathegotkilled.(Althoughsomepeoplemaynotrememberwhokilledhim,theyrememberwhattheyweredoingwhentheyheardthenews.)(2)Noonesaidanythingforthetestofdinner.(Myparentsdidnottalkafterthat,andwefinishedtherestofourdinnerinsilence.)(3)September11,2001__thedatealonemeanssomethingtomostpeopleintheUS.(Eventhedate—September11,2001—hasmeaningtomostAmericans.)(4)IhadtroublethinkingclearlyafterthatbecauseIwasveryafraid.(IwassoscaredthatIcouldhardlythinkclearlyafterthat.)设计意图：通过练习检测学生阅读效果。Step4After-reading1.Asweknow,themainideaofthepassageisthatpeopleoftenrememberwhattheyweredoingwhentheyheardthenewsofimportanteventsinhistory.Andinthetext,theauthorgivestwoexamples.ThenI’dliketoaskyouanotherquestion,whydidtheauthorwritethepassage?Ithinkthismaybeadifficultandchallengingquestion,butalsoaveryimportantquestion.Nowwhowouldliketo showyouropinion?.....Theauthorwantstoproveafact.Theauthorwantstoprovethefactthatpeopleoftenrememberwhattheyweredoingwhentheyheardthenewsofimportanteventsinhistory.设计意图：让学生弄懂作者的写作目的，有利于学生掌握文章的结构、更透彻的理解文章。既是本节课的一个重点、也是本节课的一个难点。2.Languagepoints.Helpstudentslearnthelanguagepointsandmakestudentunderstandthetestclearly.设计意图：学习知识点，帮助学生更清楚的理解课文，扩大词汇的积累，为以后的英语学习奠定基础。Step5DiscussandretellFillintheblanksandretellthetestwiththehelpoftheteacherandthenbythemselves.设计意图：复述是检测学生是否真正理解文章的一个比较好的办法，也是让学生语言得到内化的一个必然过程，该篇文章结构清晰，内容难度不是很大，所以我选择了复述这一做法。Step6.HomeworkTrytowriteanarticleaboutunforgettablething.设计意图：在理解课文的基础上，让学生试着自己去写一篇文章，提高学生的写作能力，培养学生的情感。Blackboarddesign Unit5Doyourememberwhatyouweredoing?Readingstrategy:Keys:Skimming(略读）WhatScanning（扫读）WhenDetailedreading（精读）WhereHowWhy
