4a—4d教案设计（一等奖）

Unit 5 What were you doing when the rainstorm came? (Go For It) I. Analysis of the teaching material: 1.

Position and content: This class is the first period of Unit 3, which is about the usage of the past continuous tense. The tense is the basis of the whole unit. 2. What to teach: the past continuous tense

In order to let the students have a perceptual knowledge to the past continuous tense, I rearrange the teaching contents: Section A (1a, 1b, 1c), Section B (4a, 4b). I add them together in this lesson. And I also create several communicative situations to help students use the tense naturally. 3. Teaching key point: the usage of the past continuous tense 4. Teaching difficulties: How to use the past continuous tense in the adverb clause of time leaded by “when” Ⅱ. Teaching Aims 1. Knowledge objects (知识目标) The students are requested to master the usage of the past continuous tense

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2. Ability objects (能力目标) Make the students the real masters in class while the teacher himself acts as the director, at the same time, train them with some effective learning methods to optimize the students' learning results. 3.

Moral objects (情感目标)

Enable the students to fall in love with English classroom activities and encourage them to cooperate in class so as to go ahead together 4.

Study strategy objects (学习策略目标)

Make the students try to grasp the chance of communication in English and learn to take an active part in the class activities. Ⅲ Analysis of Teaching and Learning 1.

How to teach 1)

Task-based Language Teaching ( 任务型教学) I give students four tasks. Students can grasp the tense by means of finishing these tasks. They can enjoy themselves in learning English during the tasks. 2)

Situation Approach（情景教学法）

I will create enough communicative situations to stimulate students’ vision and hearing, so that they can get a better

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understanding about the tense, and get good situations to train their listening and spoken English 3)

Communicative Approach (交际教学法): Students can learn the tense by communicating with each other in pairs or groups. 2.

How to learn 1)

Students should be good at grasping the chance of communication in English. They can experience it happily. 2)

They should take an active part in the class activities and do well in the cooperation with their partners. Ⅳ. The Analysis of Teaching Process

Step 1 - - - Organization 1.

Exchange greetings with the Ss. 2.

Sing a song: If YOU ARE HAPPY Show the flash song on the screen to the Ss, the whole class are requested to stand up and sing together. While they are singing, they can clap their hands, stomp their feet and shout “hurray”

(Singing a song can help warm up the class atmosphere and gather the Ss’ attentions to study.)

3.

Duty report: It is between two students. They are having a dialogue. (I think duty report is a long-term and essential part of daily teaching. It is a good opportunity for Ss to practice their listening

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and spoken English. ) Step 2 - - - Revision ( The aim of revision is to revise the present continuous tense, I’ll do like this)

1.

Show three animation pictures on the screen ( some soldiers running, a man playing tennis, a man eating bread). After showing the pictures, ask: ----What are they doing? ---They are running ---What is he doing? ---He is playing tennis. ---What is the man doing? ---He is eating. 2. Lead the students into the real situations: Ask one boy student: what are you doing now? The student may answer: I am listening to you. Tell the whole class: Yes, he is listening to me. Repeat this with one girl student. Practice with the whole class, trying to revise the tense with different personal pronouns. 3.Students ask and answer in pairs, using the present continuous tense. Step 3 - - - Leading in: introduce the past continuous tense to the students (The step of leading in is to let the students get to know the past

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continuous tense naturally.) 1.

Ask one student (student A) to leave the room and wait outside the door Then ask two students to do actions, one (students B) is writing on the blackboard and the other (student C) is walking around the room. They keep doing it without stopping until I ask them to stop. 2. Ask student B: What are you doing? Student B answers: I am writing on the blackboard. (Write the sentence on the blackboard as blackboard work) Repeat this with student C, write: I am walking in the room on the blackboard. 3. Ask the student outside to come in and sit down. Then ask the two students who are doing actions sit down too. 4. Ask the first student who was writing on the blackboard. Ask: What were you doing when (student A) came in? Help him to answer:

I was writing on the blackboard when he came in. (While I was writing on the blackboard as the blackboard work)

I say to the class: He was writing on the blackboard when (student A) came in. Ask the class to repeat it: He was writing on the blackboard when (student A) came in.

5. Repeat this with the second student who was walking in the room.

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(Write I was walking in the room on the blackboard)

6. Ask some other students the question: What were you doing when (student A) came in? Then students ask and answer in pairs: What were you doing when (student A) came in? 7.

Point to the blackboard-writing( During my teaching above, I have written it on the blackboard step by step). Help them to find out the differences between the two pairs of sentences. Tell the students: Today we are going to learn a new tense ----the past continuous tense. Introduce the past continuous tense.

I am

writing on the I am walking in the blackboard. room. I was

writing on the I was walking in the blackboard. room.

8. Comparison : make a comparison between the two tenses. (Making a comparison can let the students have a deep impression on the tense)

时态

现在进行时

6 过去进行时

用法

表示现在正在进行的动作

结构

is/am/are + doing

表示过去某个时刻正在进行的动作

was/were + doing

例句

I am having an English class

I was having an English class. Step 4 – - - New Lesson: Section A 1a 1b 1a. Show a picture (the picture on page 18) on the screen. Tell about the picture with the students.

Say: A reporter was asking some people“What were you doing when the UFO arrived?” If you want to know what they were doing. Please open your books, let’s see 1a. please look at the picture and match the statements with the people in the picture 1b. In order to transit from 1a to 1b naturally. I say: Would you like to know what the reporter was asking? Now please look at the picture and listen to the reporter’s questions and circle the correct responses. (This step is to lead in the text to the students. Presenting the pictures to Ss is to arouse their interests to the text, the UFO. At the same time, this step can help the students do task 1 easily ) Step 5 Four Tasks (On the basis of above, it is right time for me to give four tasks to the Ss. These four tasks go from the easy to the difficult )

Task 1 : talk about what people were doing when the UFO arrived. 1.

In order to do the task more easily, I show the picture on page 18

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again. I point to the man who had his hair cut. I ask: Where was he? What was he doing when the UFO arrived? Repeat this by pointing to the other persons in the picture. 2.

Ask students to ask and answer in pairs 3.

Ask some pairs to act it out in front of the class according to the pictures on the screen. ( In task I , students can practice the tense by talking about the picture with their partners) Task 2 : A Memory Competition (After students do some pair work above, some of them may be absent-minded . So in order to mobilize the atmosphere in class, I design a memory competition. In the competition, I let the students make sentences with the past continuous tense. ) The competition is like this: 1.

show more than ten animation pictures on the screen. As soon as one picture with corresponding time appears, it disappears very quickly ( about several seconds). 2.

The whole class is divided into four teams. If one student knows the answer, he must stand up quickly before the second one stands up. If he gives the answer correctly, then his team can get one score.

( Applying the form of competition is quite easy to mobilize the

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students’all positive factors. They can use the tense naturally during the activity. This is the first climax of the lesson) Task 3 : Who was the murderer? In order to appear a second climax, I design an imaginary situation: A girl was murdered at Fengze Plaza last night. A policeman is making a survey of this accident among you. P:

Where were you at 12:00 last night? A: I was in the park (…)

P: What were you doing there? A: I was…

1.

I ask several students to make a model dialogue with me. 2.

Students role play in groups of four. 3.

Choose two students in each team as policemen. They make a survey in their team They should write down their survey results. These policemen ask: Where were you at 12:00 last night? What were you doing there? Then ask these policemen to report their survey results to the class. (In order to stimulate the students’ vision and hearing, I create an imaginary communicative situation: a murder at Fengze Plaza. This is the second climax of the lesson) Task 4: Use a picture to tell a story using the past continuous tense (On the basis of the three tasks above, it is possible for the students

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to do more difficult task.) 1.

I show a picture in Section B 4a on the screen. The picture is about a story. It says a thief stole a girl’s bike when the girl was watching others swimming. In every picture, there is a clock showing the time. The students should use the time to tell the story. 2.

Work in groups of four (By finishing task 4, they can go a step further to understand the tense. After they finish the four tasks, the students have already known the tense well. So I nearly reach the goal of this lesson)

Step 6 Summary (After the students go through the four tasks, it is the right time for me to help them sum up the usage of the past continuous tense. The summary can help them form a full idea about the tense)

Step 7

10 用法

结构

表示过去某个时刻正在进行的动作

was/were + doing

常见的

1)

at 9 o’clock yesterday, from 8 to 9 yesterday morning 标志词

at this/that time yesterday 2) 主句（过去进行时）＋ when + 从句（一般

过去时）

例句

1)I was cutting hair at 9 o’clock yesterday. 2)I was sleeping late when the UFO arrived.

Assignments : make a survey after class

Ask your two partners what they were doing at these time yesterday. In the next class, they should report their survey result to the class.

( By making a survey, students can practice the tense with their partners after class. It can intensify their basic skills and train their good study habits) V. Assessment I give a table for the students to do a self-evaluation. This can guide them to know their study better I ask them: How much do you think you can get in each stage, give each item a rating from 1 (the most) to 4 ( the least)

time(yesterdayPartner One Partner Two ) 7:00 pm 8:00 pm 9:00 pm

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Each step of the lesson

1 New lesson: 1a 1b

Evaluation

2 3

4

Task 1: talk about the picture Task 2: a memory competition Task 3: Who was the murderer? Task 4: tell a story Listening exercise

Blackboard Work

Unit 3

What were you doing when the UFO arrived? I am

writing on the I am walking in the blackboard. room. I was

writing on the I was walking in the blackboard.

room.

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