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1、仁愛版精品英語資料（精校版） 八年級上冊教案設(shè)計 Unit 3 Our Hobbies Topic 3 What were you doing at this time yesterday? Section A Ⅰ. Material analysis Section A的主要教學活動為1a和3。 本節(jié)課主要是通過Maria和Jane打電話的圖片，引導學生復習電話用語和正在進行時，從而引出本課的語法點過去進行時。在現(xiàn)在進行時的基礎(chǔ)之上學習過去進行時，可以為學生的學習打下良好的基礎(chǔ)。本節(jié)課所要呈現(xiàn)的內(nèi)容有關(guān)學生的日常生活如：吃飯、睡覺、看書、學習等。老師們

2、可以根據(jù)教學內(nèi)容，設(shè)計模擬真實的情景，讓學生在真實情景中習得語言。但是要熟練、正確地使用過去進行時，并能在實際生活中學會用過去進行時談論所做的事情還是有一定的難度，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)音標正確拼讀answer, shower, serve, news, museum等。 2. 能根據(jù)音標書寫以下單詞：answer, shower, serve, news, museum和一些有關(guān)日常行為的短語如：chat with friends, listen to等。 3. 能

3、正確熟練地運用be+doing, 初步學習was/were+doing的用法。 4. 能運用本課所學語言，就過去或現(xiàn)在正在做的事情進行正確的描述。 Skill aims： 1. 能聽懂有關(guān)談論過去和現(xiàn)在所做的事情，聽懂電話用語。 2. 能正確地使用電話用語，并能在生活中自由談論自己和他人過去某一時間正在做的 事情。 3. 能正確朗讀課本的文本材料，讀懂介紹某個時段在做什么的文章。 4. 能用過去進行時正確描繪、書寫自己某一天所做的事情。 Emotional aims： 培養(yǎng)學生養(yǎng)成盡量多地使用英語表達自己的意思的習慣，將精力和注意力主要放在意思的表達上，明白語言的交際

4、功能。 Ⅲ. The key points and difficult points Key points： 1. 熟練使用電話用語。 2. 學習過去進行時。 3. 學習有關(guān)活動的短語。如：chat on line, visit a museum, listen to the news Difficult points： 學習有關(guān)活動的短語如，chat on line, visit a museum, listen to the news并能夠?qū)⑦@些短語正確應用于過去進行時之中。 Ⅳ. Learning strategies 1. 上課之前

5、多預習跟活動有關(guān)的短語能幫助你熟練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