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1、仁愛版英語精品資料（精修版） 八年級上冊教案設計 Unit 3 Our Hobbies Topic 3 What were you doing at this time yesterday? Section D Ⅰ. Material analysis 該部分是本話題的最后一節(jié)課。本部分主要通過Grammar、Functions的小結(jié)來鞏固本話題的語法重點was/were+doing以及本話題重點功能句，可以正確地表達同意或者不同意。通過本節(jié)課的復習和總結(jié)檢測學生的學習情況，及時鞏固加深記憶。在總結(jié)和復習的時候應該特別強調(diào)過去進行時的結(jié)構(gòu)，很多學生在實際應用該結(jié)構(gòu)的時候

2、容易忘記be動詞的形式或者后面的doing。本節(jié)課還通過短文的形式給學生介紹了周末的來歷，要求學生以閱讀的形式了解周末的起源。復習課沒有太多的新知識，容易讓學生感到乏味，要求教師設計不同的課堂活動來激活課堂。 Ⅱ. Teaching aims Knowledge aims： 1. 復習和總結(jié)本話題重點詞匯的讀音如：answer, shower, serve, news, museum, duck等。 2. 復習和總結(jié)本話題的黑體詞，并能正確地書寫下列單詞及短語answer, shower, serve, news, museum, duck，agree, brave,

3、useful, match, dark, voice, sell, hungry, beat, burn, agree with sb., take a shower。 3. 復習was/were +doing , 正確表達同意或者不同意。 4. 能夠正確使用was/were+doing，并能在實際生活中熟練地用英語表達同意或者不同意。 5. 學習周末的歷史。 Skill aims： 1. 能聽懂就過去某個時段發(fā)生的事情的具體描述，并能聽懂他人就某個觀點表達同意或者不同意。 2. 能夠?qū)⒈締卧鶎W內(nèi)容和以前所學知識相結(jié)合，能描繪自己過去某一天所做的具體 事情，能用英文表達自己的看

4、法。 3. 能夠讀懂跟課文水平相當?shù)奈恼拢軌蜃x懂介紹某人一天活動的文章。 4. 根據(jù)所學內(nèi)容寫出簡單的故事，能用書面形式介紹自己某一天的活動。 Emotional aims： 1. 培養(yǎng)學生了解外國文化的興趣，能有意識地欣賞外國的小說及影片，感受地道的英語。 2. 培養(yǎng)學生積極參加小組活動，有集體榮譽感。 Ⅲ. The key points and difficult points key points： 1. 鞏固was/were+doing及表達贊成或反對的功能句子的用法。 2. 復習Sections A-C中的重點短語和句型： voice,

5、 sell, hungry, beat, burn, agree with sb., take a shower等. Difficult points： 準確地使用was/were+doing Ⅳ. Learning strategies 1. 課前查找有關(guān)星期天的歷史，可以為我們的學習打下基礎。 2. 在學習生詞的時候?qū)⒃~與相應的事物相聯(lián)系可以幫助我們有效的學習單詞。 Ⅴ. Teaching aids Computer multimedia projector Ⅵ. Teaching procedures Step Interaction pa

6、ttern Student activity Teacher activity Introduction (5 minutes) 1. The whole class work 2. Individual work 3. Group work 4. Group work 1. Focus their attention on the teacher. 2. One student tells a story on the platform. In order to make the story mo

7、re active, he/she may add some voice and gestures. Other students enjoy it. 3. One group discusses in groups, and writes down some statements to evaluate the story and students’ performance. The other group reviews the sentences which can express agreement and disagreement.

8、 4. Make a short dialogue. 1. Greet students ready for learning. 2. Invite students to tell a short story. 3. Divide students into two groups. One group evaluates the story and the students’ performance. The other group shows their expressions.

9、4. Organize students to practice. Presentation (13 minutes) 1. The whole class work 2. Group work 3. Group work and the whole class work 4. The whole class work 5. The whole class work 6. Individual work 1. Read through Sect

10、ions A-C. Write down some sentences on the paper. They may write down some words, phrases or some sentences. Everything is OK, such as the answer: take a shower, agree with sb., serve news... 2. Put the six notebooks together, and number all the words, phrases or sentences. 3. Each g

11、roup choose one student to write down their notes. Other students can add more words. 4. Look at the blackboard and erase the same part. 5. Read and remember all the key points and make sure they can master them. 6. Students should fill in the blanks without looking

12、them up in the textbook. 1. Give students 3 minutes to read through Sections A-C. Ask them to underline or write down the key points they think. 2. Provide 1 minute for students to classify their notes. 3. Make a competition. Which group can sum more words, phrases, and

13、 sentences? Divide students into three parts. One part writes down the new words, and another part writes down the new sentences. The last part aims to write down the phrases. There are three groups in each part. 4. Choose the best three groups. One group do best in new words.

14、One group do best in phrases. The last group is the best in sentences. 5. Ask students to look at the blackboard and check whether they can remember all of these points on the blackboard. 6. Show “Grammar and Functions” to students, and check the answers. Consolidation (8 minutes)

15、1. The whole class work 2. Group work and individual work 3. Individual work and the whole class work 4. Individual work 5. Group work and individual work. 6. The whole class work and group work 7. The whole class work 1. Look at the picture and

16、 express their attitudes. Students can use “I agree with you.” “I think it is just so-so.” 2. Students may don’t know the answers according to the title and the picture. So they will read the passage to get the answers. 3. One student answers the question. All the students

17、read and study new words. 4. Students read the answers and get the meanings. 5. Students read 1 and put A, B, C, D in the right places. Underline the new words and difficult sentences. 6. Check the answers. And ask teacher about the new words and difficult sentences. 7. Students ge

18、t the correct spelling and pronunciation. 1. Show the picture on page 78 to students. Express “I think the church is beautiful”. 2. Show the title A Short History of the Weekend under the picture. Ask students to guess, “Why the editor put the picture here?” This part can

19、 arouse students’ interests. 3. Invite one student to answer this question, and teach the words “holy” and “pray” here. 4. Show the table in 1 to students. Ask students to read the answers and understand their meanings. Write “close”---“closed” on the blackboard. 5. Ask students t

20、o read 1 and complete it with the correct expressions. 6. Invite students to share their answers to the whole class. 7. Teach the new words “however, solve, factory” and the phrase “stop doing sth.” Teach “however” by giving the word “but”. Teach the word “solve” according

21、to explanation. Practice (10 minutes) 1. Individual work 2. Individual work 3. Group work 4. Group work 5. Group work 6.Group work 1. Answer questions. They may use the sentences in part 1. 2. Think about the activities they did la

22、st Sunday. 3. Look at the screen and talk about their last Sunday in groups . 4. Students should add their feelings to evaluate their last Sunday. 5. Students talk about these questions in groups. Their answers should like this: I was...from 7-9. I feel very happy. From...I

23、 was...with my good friend. I feel excited. 6. Show their dialogues with their partners on their platform. Confidence is very important. 1. Show two questions to students, “Do you like the two-day weekend? Why?” 2. Show questions to students, “Did you have a good time last

24、Sunday? What did you do at different times?” Remind students: We should talk about things in order. 3. Show some words about indoor and outdoor activities to help students talk. 4. Show some words which can express feelings to students. 5. Ask students to make a dialogue with their

25、 partners. Teacher can help students by giving the questions： What do you often do on Sunday? What were you doing from 7-9 last Sunday? How do you feel? What were you doing from...? Who was doing ... with you? 6. Invite some volunteers to make dialogues. Production (9 minutes) 1. Grou

26、p work and individual work 2. The whole class work and group work 3. The whole class work 4. Individual work 1. Students finish the writing work very quickly, thinking about the activities they did last Sunday. They can write about their own or their p

27、artners’ last Sunday. 2. Students change their writing works. Read or find out the mistakes of spelling or grammar. 3. Students check whether the mistakes are in their own exercise books. Remember not to make the same mistake again. 4. Choose a writing work from (1) or (2) and re

28、view Section A after class. 1. Finish Project. Provide students with 3 minutes. Ask them to write down a passage according to the dialogue they did just now quickly. 2. Ask students to change their writing works. 3. Summarize the mistakes and write them down on

29、the blackboard. 4. Homework (1) Assign the students to write a passage about last Monday. (2) Write a passage about their parents’ last Sunday. Cultivate students to care about their parents. (Students can choose one from(1)or (2)) (3) Assign the students to review Section A of the next

30、topic to prepare for the next class. Teaching Reflection After reviewing, almost all students can master the structure was/were +doing. When they write a passage, there are still some mistakes. Some students forget “was/were”, and some student use “do” directly. How careless! To solve this pro

31、blem, I think practice can make students clearer. Ⅶ. Blackboard design Unit 3 Our Hobbies Topic 3 What were you doing at this time yesterday? Section D Students’ reviewing G1 G2 G3 G4 Grammar: Was/were+doing Functions: I agree with you. I think so. You are quite right. I thought it was just so-so. I don’t agree. I don’t think so.