仁愛版英語(yǔ)精品資料（精修版）八年級(jí)上冊(cè)教案設(shè)計(jì)Unit 3 Our HobbiesTopic 3 What were you doing at this time yesterday?Section B. Material analysisSection B的主要教學(xué)活動(dòng)為1a和2a。本節(jié)課主要通過Jane和Michael之間的對(duì)話配合相應(yīng)的圖片，引出過去進(jìn)行時(shí)和表達(dá)同意、不同意的句子。Section B的內(nèi)容是對(duì)Section A的延伸，談?wù)摰膬?nèi)容也從上個(gè)話題主要談?wù)撨^去某個(gè)時(shí)間在做什么，擴(kuò)展到通過學(xué)生們熟悉的電影引出表示同意或者不同意的句子。談?wù)撾娪?、電視劇的話題是學(xué)生們最感興趣的話題之一。但是要學(xué)會(huì)正確使用不同的方式來表達(dá)自己的觀點(diǎn)還是有一定的難度，所以在設(shè)計(jì)這堂課的時(shí)候，老師應(yīng)該緊抓學(xué)生的興趣點(diǎn)，通過采訪、問答、編對(duì)話、視頻、聲音等不同形式練習(xí)表達(dá)情感的句型。. Teaching aimsKnowledge aims：1. 能根據(jù)音標(biāo)，正確朗讀出單詞表中的單詞：agree, so-so, pleasant, brave, useful。 2. 能在老師的引導(dǎo)下，不斷體會(huì)易混音的發(fā)音差異/l/，/n/，/Y /。讀出重音、弱讀、 連讀和不完全爆破，并了解到不同的讀法可以表達(dá)不同的意思。 3. 能正確拼讀并運(yùn)用單詞表中的單詞, 如：agree, so-so, pleasant, brave, useful。 4. 能正確使用過去進(jìn)行時(shí), was/were +doing以agree, disagree的用法。 5. 能夠用was/were 談?wù)撨^去某個(gè)時(shí)段正在發(fā)生的事情，能夠用不同的方式表示同意或不同意。Skill aims：1. 能聽懂就過去某個(gè)時(shí)段正在發(fā)生的事情的闡述以及他人對(duì)某個(gè)觀點(diǎn)的態(tài)度。2. 能正確地表達(dá)過去某個(gè)時(shí)段自己或朋友在做什么，以及正確地表達(dá)自己的觀點(diǎn)。 3. 能正確朗讀課本的文本材料，能模仿錄音讀清楚重音、弱讀及連讀和不完全爆破。 4. 能用書面形式闡述自己過去某個(gè)時(shí)段所做的事情，并能夠書面表達(dá)自己的觀點(diǎn)。Emotional aims：通過Harry Potter 的電影，學(xué)生能夠積極主動(dòng)地選擇一些英文讀物或者影視節(jié)目，養(yǎng)成從生活中學(xué)習(xí)英語(yǔ)的習(xí)慣。. The key points and difficult points Key points： 1. 繼續(xù)學(xué)習(xí)was/were+doing的結(jié)構(gòu)。 2. 能夠用I agree with you. Just so-so.等表達(dá)自己的觀點(diǎn)。 3. 復(fù)習(xí)/l/，/n/，/Y / 之間的發(fā)音區(qū)別。 Difficult points： 1. 能夠用不同的方式表達(dá)自己的觀點(diǎn)。2. 能夠準(zhǔn)確地使用was/were+doing。3. 能分清易混音的發(fā)音差異/l/，/n/，/Y/，并能夠正確地讀出含有這些音的單詞。. Learning strategies 1. 在記憶單詞的時(shí)候，將單詞歸類整理會(huì)大大提高記憶速度如: agree, so-so都是用于表達(dá)自己的觀點(diǎn)的，pleasant, brave 都屬于褒義詞，可以用于正面地修飾某個(gè)人或物。 2. 課后看看英文電影可以提高詞匯量，還能培養(yǎng)語(yǔ)感。 . Teaching aids Computer multimedia projector, famous star photos. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(5 minuets)1. The whole class work2. The whole class work and pair work3. The whole class work4. Individual work5. The whole class work6. The whole class work1. Focus their attention on the teacher.2. Some pairs come to the platform to perform their conversations. Others correct their mistakes.3. Of course, students can answer its about “Harry Potter”.4. Listen to the tape. Students can hear “I was watching a Harry Potter movie”.5. Enjoy the movie to feel the pronunciation.6. Students listen to 1a again and underline some difficult sentences.1. Get students ready for learning.2. Check students homework. Ask students to perform the conversations about “What were you doing last Sunday?”.3. Ask students to look at the picture and predict “What is the conversation talking about?”.4. Ask students to listen to 1a and check whether its about Harry Potter.5. The answer is “Yes”. Show a short fragment of “Harry Potter” to praise them.6. Play 1a.Presentation(15 minutes)1. The whole class work and group work2. The whole class work and individual work3. The whole class work and individual work4. Individual work5. The whole class work6. Group work and individual work7. Group work and individual work1. Write down “agree, so-so, pleasant, brave, useful. Wasnt it interesting? No, I dont think so.” Students should write down the phonetic symbols under each new word.2. A student stands up and reads the new words, while others should listen and find out the mistakes together.3. Read and remember these new words.4. Listen to 1a carefully and finish 1b. Check the answers.5. Read 1a sentence by sentence after the tape. Pay attention to the pronunciation and intonation.6. Read 1a in groups. Group leader checks whether all the students can read the passage.7. Make a conversation like 1a. The calligraphy is on the screen. Students just need to fill in some words and phrases in it. 1. Encourage students to write the new words and the sentences they cant understand on the blackboard.2. Ask a volunteer to read and try to translate the new words.3. Praise students and emphasize some points that students didnt do well. 4. Finish 1b. Play 1a.5. Play 1a sentence by sentence.6. Give students 2 minutes to read 1a by themselves.7. Give students 2 minutes to make a conversation like 1a. Show a calligraphy to make the conversation simple. (Take the part of expressing agreement and disagreement away.)Consolidation(10 minutes)1. The whole class work and group work2. The whole class work3. Individual work4. The whole class work and individual work5. Individual work6. Group work7. Group work and individual work1. Two students perform, others listen to them and check the answers.2. Students can see “I dont agree. No, I dont think so. I thought it was just so-so. I agree with you. You are quite right.” on the screen.3. Fill in the blanks. Pay attention to the spelling. And feel the function of expressions.4. Students show their opinions of the statements on the screen. Practice “I agree with I dont agree with. Just so-so”.5. Students read 2b carefully. Try to express their opinions in different ways.6. Students choose one picture from the three. The group which can express their opinions with more ways is the winner.7. Perform their dialogue, using more sentences to express agreement and disagreement.1. Invite volunteers to perform the conversation.2. Teacher hides the calligraphy. Leave the answers that the students filled just now. In fact, the answers are the expressions to show agreement and disagreement.3. Show 2a to students. Encourage students to fill in the blanks according to their memories.4. Show some statement to students: I think Harry Potter is brave. I think the background music of Harry Potter is very beautiful.5. Finish 2b.Show the first picture in 2b. 6. Show the other three pictures to students. Make a competition.7. Evaluate students and give them smiling faces according to their performances.Practice(8 minutes)1. The whole class work and individual work2. Group work and individual work3. The whole class work4. Individual work5. Group work and individual work6. Group work and individual work1. Students read the words individually, asking for help when necessary. 2. Observe the rules. And hands up to speak out the rules they summed. Students can find “l(fā)”-/l/, “n”- /n/, most “ng”-/Y/. 3. Read 3a and 3b loudly after the tape. Try to add more words according to the rules.4. Student volunteers to read the words and phrases, especially the group leaders.5. Students try to understand what the teacher says, if they are not able to follow, try to read more times.6. Pay attention to the pronunciation of each word and sentence. Remember to stand up quickly if you know the answer. 1. Let students observe the words and sentences in 3a and 3b carefully and try to read them correctly. Teacher offers 2 or 3 minutes for the students to pronounce all the words and sentences. 2. Ask volunteers to sum up the rules. Tell students your idea and emphasize the pronunciation. Ask students to consider the following aspects: tongue, teeth, mouth.3. Play 3a and 3b.Emphasize the rules.4. Teacher needs several volunteers to read all the words and sentences bravely.5. Teacher analyzes the structures of the words in a short moment and emphasizes “stress, liaison, weak form and incomplete plosion” are important to help your listening ability.6. A PK game.Look at the screen very carefully. It will show the words. If you see the word, stand up quickly and speak it out quickly. Then you can get a score.Production(7 minutes)1. The whole class work and group work2. The whole class work3. Individual work4. Individualwork1. Students can choose any one from them to make a dialogue like 1a. At the same time, students should pay attention to their pronunciation. Try to pronounce assimilation, stress, liaison, weak form and incomplete plosion well.2. Students try to read all the words correctly, knowing their meanings. They have to memorize their spelling after class. Try to recite the passage. 3. Students finish the home work after class.4. Students preview Section C after class. 1. Show 3 pictures about different films such as The Little Match Girl, Snow White and so on. 2. Teacher summarizes : Write down the new words and functional sentences on the blackboard:agree, so-so, pleasant, brave, useful I agree with you. Yes, I think so.You are quite right.I dont think so. I dont agree.3. Teacher assigns homework. They should finish 2 tasks:(1) Show the three pictures of Tom and Jerry, Titanic, Harry potter.Ask students to make the dialogues.(2) Write the dialogue down. 4. Prepare for the learning of Section C.Teaching ReflectionThis topic is related to students life. Teachers can prepare more information about Harry Potter and some other films. Usually create more real situations, for example, teacher shows some statements about students real life is better. . Blackboard designUnit 3 Our HobbiesTopic 3 What were you doing at this time yesterday?Section B Agreement Just so-so. DisagreementI agree with you.I dont agree.Yes, I think so.No, I dont think so.You are quitright.What were you doing at this time yesterday?I was watching a . movie.It was wonderful. G1 G2 G3 G4