精品資料八年級(jí)上冊(cè)教案設(shè)計(jì)Unit 3 Our HobbiesTopic 3 What were you doing at this time yesterday?Section A. 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。. Teaching aimsKnowledge 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(xiě)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(xiě)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)言的交際功能。. 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。 . Learning strategies1. 上課之前多預(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。. Teaching aids Computer multimedia projector, tickets of concert, some cards of famous stars. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction (4 minutes）1. The whole class work and individual work2. The whole class work3. The whole class work4. The whole class work1. 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.”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 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 class work2. Individual work3. The whole class work4. The whole class work5. The whole class work and individual work 6. The whole class work7. The whole class work8. Individual work9. The whole class work andgroup work1. 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 teachers guidance.3. Read the new words and phrases after the teacher. Study 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 together .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 1a again on the screen, and ask students to guess “Whats 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. 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 Janes mother.8. Finish 1c. Show pictures of 1c to students. Ask students to write down 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 work2. Group work3. The whole class work4. The whole class and individual work5. Individual work6. The whole class work7. The whole class work8. The whole class work and individual work9. The whole class and individual work1. Each pair shares their conversation. Others check their conversation.2. Discuss in groups 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 fill 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 general 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 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. Dont write the answer down quickly because students cant write down all the answers at 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. The whole class work 3. Group work 4. The whole class work5. Pair work6. Individualwork7. Pair work1. Learn new words in groups. Guess the meanings according to the pictures. From the pictures every group can know at least this word: Beijing Roast 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 according 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 phonetic 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 yesterday?”7. Give students several minutes to practice.Production(7 minutes)1. Group work 2. The whole class work3. The whole class work4. The whole class work andindividual work1. Everyone tries his/her best to interview more classmates. They can review 1a. The phrases in 1c and 3 can also help them a lot.2. Students are very happyat 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 read 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 interviewtheir classmates about “What were you doing at this time yesterday?”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: Students 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+doing4. Homework Prepare Section B after class. Make a conversation about “what were you doing last Sunday?” like 1a. Perform it in the next class.Teaching ReflectionIts easy for the students to remember the structure “was/were+doing” because they know the present continuous tense, but its a little hard for them to use it. When students write a passage or a conversation, they often forget “doing” or “was/were”. Teachers should design more activities to practice this structure in Section B . Blackboard designUnit 3 Our HobbiesTopic 3 What were you doing at this time yesterday? Section AWhat are you doing now? G1 G2 G3 G4What was Jane doing at this time yesterday? pWhat were you doing from seven to nine yesterday? I was. Were you listening to music?chat with friendsgo skatingvisit a museum play the pianodo some readingactivities 最新精品英語(yǔ)資料