八下unit5 writing.doc

Teaching Plan for Unit5 Section A 3a-3c径山中学 李自华Teaching MaterialP35 Go for it! Students Book Unit 5 What were you doing when the rainstorm came? Section A 3a-3cTeaching ObjectJunior Two studentsTeaching AimsCriteriaNotes1.Language SkillsBy the end of the class, the students will be able to use when and while to talk about what they were doing at certain time.在课堂的语言交流中训练口语，通过阅读习得新信息，理解，并能运用于解决实际问题。这是本节课主要任务，其它活动都是为此做准备的。2.Language FocusThe students will be able to use the following words and pattern properly in given situations or their daily life:1) storm, wind, light, report, area, wood, window, match, rise, fallen2) fall asleep, beat against-, die down, break-apart.3) Bens dad was putting pieces of wood over the windows while his mom was making sure the flashlights and radio were working. He finally fell asleep when the wind was dying down. When he woke up, the sun was rising. Although the storm broke many things apart, it brought families and neighbors closer together. 本节课的最终目标是让学生感知when和while在文本中的差异，并能借助这两个词的帮助讲述自己过去的事情，因此一些基本词汇和句型是他们完成这项最后任务的前提。3.Emotional goalThe students will learn disasters bring people closer together.本堂课要向学生传达：灾难使人更团结。4.Reading Strategies1) Students will learn to read for the topic sentence.2) The students will be able to predict the passage according to the picture or the title.3) The students will be able to read for details to finish reading tasks.4) Students will learn to ask for help when necessary.阅读策略是在学习活动中得到体验的。因此根据学生学习能力的特点，将各种阅读策略的培养结合到教学活动之中。Difficulties&SolutionsThe students might find it difficult to use the information from the passage to finish some sentences.The students may find it difficult to understand the differences between when and while. The students may have trouble talking about their experiences with when and while.对于when和while在文本中的区别，在之前的教学中就要开始铺垫和操练，用清晰的结构帮助学生在产出中使用。Teaching Aidsblackboard, chalk, computer, overhead projector，recorder, tape, a writing paperProcedures & ActivitiesTeaching Procedures & ActivitiesLearning Procedures & ActivitiesNotesI. Warming up & learning new words and expressions1, Play a video and ask two questions to show sentences with when and while.2, Show a picture from P35 . Ask students to predict what the article is about.3, Talk about the storm in flashback and present some new words and phrases: area, strong winds, put pieces of wood over the windows, flashlight, match, beat heavily against the window, die down, fall asleep, rise, fallen trees, break sth. apart 1, Watch a video and answer two questions.2, Look at the picture and guess “What was happening to the area at that time?”3, Learn some new words and phrases by talking about the storm with the teacher.通过看影片回答问题，初步感知when和while在文本中的差异。通过图片或标题预测文本的内容是重要的阅读策略之一。在师生交谈中教授新词汇既为后面的阅读任务作铺垫，也为学生的口头输出作准备。II. Reading 1, Ask students to read for the topic sentence.- Although the storm broke many things apart, it brought families and neighbors closer together.2, Ask students to read for the details to finish a chart and the sentences in 3b.3, Ask students to observe the sentences in 3b and try to tell the differences between when and while.1, Read the passage quickly and find out the topic sentence.2, Read the passage more carefully and finish a chart and the sentences in 3b.3, Observe the sentences in 3b and try to tell the differences between when and while.阅读策略的内容非常广泛，以学生为主体，通过恰当的阅读策略的应用使其掌握策略，为今后遇到相识的文章抓住信息提高阅读效率。通过让学生观察总结语法特征能让学生的感知更深刻。III. Discussing1, Ask students to discuss what they were doing when the heavy storm came on October 7th last year. I was _ when the storm came.I was _ while * was/were _.2. Ask students to discuss if the storm always bad. - It brought people closers together.3. Ask students to discuss how we can help each other in times of difficulty.1, Try to remember what they were doing when the heavy storm came on October 7th last year by discussing with partners. Then answer the teachers question with while.2, Try to learn the storm/disasters bring people closer together.3, Try to get some ways of helping each other in times of difficulty by discussing with partners.讨论的过程是语言的运用过程，是思维的扩散过程，也是情感的升华过程。VI. HomeworkLevel A: Try to retell the passage with th