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八年級(jí)上冊(cè)教案設(shè)計(jì)
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section A
Ⅰ. Material analysis
Section A的主要教學(xué)活動(dòng)為1a和3。
本節(jié)課主要是通過(guò)Maria和Jane打電話的圖片，引導(dǎo)學(xué)生復(fù)習(xí)電話用語(yǔ)和正在進(jìn)行時(shí)，從而引出本課的語(yǔ)法點(diǎn)過(guò)去進(jìn)行時(shí)。在現(xiàn)在進(jìn)行時(shí)的基礎(chǔ)之上學(xué)習(xí)過(guò)去進(jìn)行時(shí)，可以為學(xué)生的學(xué)習(xí)打下良好的基礎(chǔ)。本節(jié)課所要呈現(xiàn)的內(nèi)容有關(guān)學(xué)生的日常生活如：吃飯、睡覺(jué)、看書(shū)、學(xué)習(xí)等。老師們
2、可以根據(jù)教學(xué)內(nèi)容，設(shè)計(jì)模擬真實(shí)的情景，讓學(xué)生在真實(shí)情景中習(xí)得語(yǔ)言。但是要熟練、正確地使用過(guò)去進(jìn)行時(shí)，并能在實(shí)際生活中學(xué)會(huì)用過(guò)去進(jìn)行時(shí)談?wù)撍龅氖虑檫€是有一定的難度，要求老師們不斷創(chuàng)新，盡量將自己的課堂融入到生活之中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能夠根據(jù)音標(biāo)正確拼讀answer, shower, serve, news, museum等。
2. 能根據(jù)音標(biāo)書(shū)寫以下單詞：answer, shower, serve, news, museum和一些有關(guān)日常行為的短語(yǔ)如：chat with friends, listen to等。
3. 能
3、正確熟練地運(yùn)用be+doing, 初步學(xué)習(xí)was/were+doing的用法。
4. 能運(yùn)用本課所學(xué)語(yǔ)言，就過(guò)去或現(xiàn)在正在做的事情進(jìn)行正確的描述。
Skill aims：
1. 能聽(tīng)懂有關(guān)談?wù)撨^(guò)去和現(xiàn)在所做的事情，聽(tīng)懂電話用語(yǔ)。
2. 能正確地使用電話用語(yǔ)，并能在生活中自由談?wù)撟约汉退诉^(guò)去某一時(shí)間正在做的
事情。
3. 能正確朗讀課本的文本材料，讀懂介紹某個(gè)時(shí)段在做什么的文章。
4. 能用過(guò)去進(jìn)行時(shí)正確描繪、書(shū)寫自己某一天所做的事情。
Emotional aims：
培養(yǎng)學(xué)生養(yǎng)成盡量多地使用英語(yǔ)表達(dá)自己的意思的習(xí)慣，將精力和注意力主要放在意思的表達(dá)上，明白語(yǔ)言的交際
4、功能。
Ⅲ. The key points and difficult points
Key points：
1. 熟練使用電話用語(yǔ)。
2. 學(xué)習(xí)過(guò)去進(jìn)行時(shí)。
3. 學(xué)習(xí)有關(guān)活動(dòng)的短語(yǔ)。如：chat on line, visit a museum, listen to the news
Difficult points：
學(xué)習(xí)有關(guān)活動(dòng)的短語(yǔ)如，chat on line, visit a museum, listen to the news并能夠?qū)⑦@些短語(yǔ)正確應(yīng)用于過(guò)去進(jìn)行時(shí)之中。
Ⅳ. Learning strategies
1. 上課之前
5、多預(yù)習(xí)跟活動(dòng)有關(guān)的短語(yǔ)能幫助你熟練was/were+doing的結(jié)構(gòu)。
2. 讀文章之前先看看圖片提示能讓你更好的了解文章的內(nèi)容。
Ⅴ. Teaching aids
Computer multimedia projector, tickets of concert, some cards of famous stars
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
(4 minutes）
1. The whole
6、
class work
and individual
work
2. The whole
class work
3. The whole
class work
4. The whole
class work
1. Volunteers come to the platform to show their poster, and others listen to them carefully. And then find out the mistakes.
2. Students answer, “They are giving a report.”
7、
3. Students answer “We
are having an English class.”
4. Students look at the
picture and predict the answer of the question with present continuous tense.
1. Check students’ homework.
Invite one group to show their poster and present it on the platform.
2. Give the group a smiling
8、
face. Then ask students
“What are they doing
now?”
3. “What are you doing
now?” (review present
continuous tense)
4. Ask students to look at
the picture and answer
“What are Maria and Jane doing?” Write down the question on the blackboard.
Presentation
(15 minutes)
1. The whole
9、
class work
2. Individual
work
3. The whole
class work
4. The whole
class work
5. The whole
class work and
individual work
6. The whole
class work
7. The whole
class work
8. Individual
work
9. The whole
class work and
group work
1.
10、 Students can get the
information“Oh, I was taking a shower.” So students can get the
correct answer B.
2. Looking at the picture, students can see a circled picture. They can get the meaning with the help of teacher’s guidance.
3. Read the new words and phrases after the teacher. Stud
11、y the new phrases.
4. Read after the tape
sentence by sentence. Pay more attention to the intonation and
pronunciation.
5. Read the passage
correctly and underline the structure. Ask for help if they need.
6. Listen to 1a the last time, following the tape.
7. Read the passage
togethe
12、r .
8. Look at the pictures
carefully and write
down the phrases.
9. Practice after the
example. Hands up if necessary.
1. Finish 1b. Play 1a.
Show a question “What
was Jane doing at this
time yesterday?” Write
down the question under
the last question.
2. Show the picture of
13、1a
again on the screen, and
ask students to guess
“What’s the meaning of
‘take a shower’ according
to the picture?”
3. Teach the new words and phrases “take a shower, answer, hold the line, call sb to do sth”. Write them down on the blackboard.
4. Play 1a sentence by
sentence.
5.
14、Provide 2 minutes for
students to read the
passage and underline the
structure “was/were+doing”.
6. Play 1a the last time.
7. Role play. Girls play
Maria, boys play Jane
while teacher can play
Jane’s mother.
8. Finish 1c. Show pictures of
1c to students. Ask students to write do
15、wn the phrases first.
9. Provide 3 minutes for
students to practice.
Observe if most students can make up conversations after the example.
Consolidation
(9 minutes)
1. The whole class work and pair work
2. Group work
3. The whole class
work
4. The whole class
and individual
work
16、
5. Individual work
6. The whole
class work
7. The whole
class work
8. The whole
class work
and individual
work
9. The whole
class and
individual work
1. Each pair shares their
conversation. Others
check their conversation.
2. Discuss in gro
17、ups and
get the key point
“was/were +doing”.
3. Remember the usage
of this structure.
4. Read and be familiar
with the passage. (It is
important for listening.)
5. Read the passage
carefully. Try to find
some key points which
can help listening.
6. Listen to 2 and f
18、ill in
the blanks quickly.
7. Check the answers
they fill in, paying
much attention to the
verb forms and
spellings.
8. Check the answers and
underline the form
“was/were+doing”. Observe the form, trying
to change these
statements into general
questions.
9. Write down the gene
19、ral
questions on the
blackboard. Revise and study together.
1. Ask several pairs to share
their conversations.
2. Ask students to discuss the
structure in groups.
3. Finish 2.
Teacher emphasizes the
structure.
4. Show part 2 to students.
(Make students know that if
we are
20、 familiar with the
passage, we can get the
correct answer quickly.)
5. Play 2.
Teach the students that when we listen for the first time, we should get the main idea and try to remember the
answer. Don’t write the
answer down quickly because
students can’t write down all
the answers at
21、 the first time.
6. Play 2.
7. Play 2 for the third time.
8. Check the answers together
and ask students to underline the form “was/were+doing”.
8. Ask students to share their
general questions on the
blackboard.
Practice
(8 minutes)
1. Group work
2.
22、 The whole
class work
3. Group work
4. The whole
class work
5. Pair work
6. Individual
work
7. Pair work
1. Learn new words in
groups. Guess the
meanings according to
the pictures. From the
pictures every group can know at least this word: Beijing Ro
23、ast Duck.
2. Study the meaning of
each word.
3. Students read the new
words according to the phonetic symbols. Group leaders can help others.
4. Read the example and
make a conversation.
5. Students read the example
just by changing some
parts.
6. Answer this question
accordi
24、ng to their own situation.
7. Practice this functional
sentence in the real
situation.
1. Write down “chat, news,
museum, roast duck” on the blackboard.
2. Check the answers. Make
sure students know the
meaning of each word.
3. Teach the pronunciation
by giving the phon
25、etic
symbols.
4. Ask students to read the
example of 3 carefully.
And make up a conversation like the example.
5. Invite some volunteers to
practice.
6. Make sure almost all the
students can change the
example. Then give a
question, “What were you
doing at this time
yesterda
26、y?”
7. Give students several
minutes to practice.
Production
(7 minutes)
1. Group work
2. The whole
class work
3. The whole
class work
4. The whole
class work and
individual work
1. Everyone tries his/her
best to interview
27、 more classmates. They can review 1a. The phrases in 1c and 3 can also help them a lot.
2. Students are very happy
at this time, but part is very important for them to improve their
confidence.
3. Group 1 read the words
aloud while other
groups spell them out.
Then students rea
28、d
the words and phrases
together.
Students practice the grammar.
4. Students teach
themselves
Section B after class.
1. Do a competition.
Make a survey.
Who is the fastest?
Ask students to interview
their classmates about
“What were you doing at
this time yester
29、day?”
Divide the class into two
parts. The student from
part 1 is the interviewer,
while part 2 aims to
answer questions.
2. Evaluate students and
give them smiling faces.
3. Teacher shows important
language points on the
computer screen as a
summary.
(1) Words List: Studen
30、ts
have to read and spell the following words
correctly.
shower, chat, news,
museum, roast duck,
take a shower, at this time, chat with friends
Focus：
(2) Grammar
was/were+doing
4. Homework
Prepare Section B after
class.
Make a conversation about “what were you d
31、oing last Sunday?” like 1a. Perform it in the next class.
Teaching Reflection
It’s easy for the students to remember the structure “was/were+doing” because they know the present continuous tense, but it’s a little hard for them to use it. When students write a passage or a conversation, they often
32、 forget “doing” or “was/were”. Teachers should design more activities to practice this structure in Section B .
Ⅶ. Blackboard design
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section A
What are you doing now?
33、 G1 G2 G3 G4
What was Jane doing at this time yesterday? p
What were you doing from seven to nine yesterday?
I was... Were you listening to music?
chat with friends
go skating
visit a museum
play the piano
do some reading
activities
仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 3 Our Hobbies Topic 3 Section A 教案精修版
