仁爱科普版八年级上册Topic 3 What were you doing at this time yesterday?教案

这是一份仁爱科普版八年级上册Topic 3 What were you doing at this time yesterday?教案，共7页。

Tpic 3 What were yu ding at this time yesterday?
Sectin D
Ⅰ. Material analysis
该部分是本话题的最后一节课。本部分主要通过Grammar、Functins的小结来巩固本话题的语法重点was/were+ding以及本话题重点功能句，可以正确地表达同意或者不同意。通过本节课的复习和总结检测学生的学习情况，及时巩固加深记忆。在总结和复习的时候应该特别强调过去进行时的结构，很多学生在实际应用该结构的时候容易忘记be动词的形式或者后面的ding。本节课还通过短文的形式给学生介绍了周末的来历，要求学生以阅读的形式了解周末的起源。复习课没有太多的新知识，容易让学生感到乏味，要求教师设计不同的课堂活动来激活课堂。
Ⅱ. Teaching aims
Knwledge aims：
1. 复习和总结本话题重点词汇的读音如：answer, shwer, serve, news, museum, duck等。
2. 复习和总结本话题的黑体词，并能正确地书写下列单词及短语answer, shwer, serve,
news, museum, duck，agree, brave, useful, match, dark, vice, sell, hungry, beat, burn, agree with sb., take a shwer。
3. 复习was/were +ding , 正确表达同意或者不同意。
4. 能够正确使用was/were+ding，并能在实际生活中熟练地用英语表达同意或者不同意。
5. 学习周末的历史。
Skill aims：
1. 能听懂就过去某个时段发生的事情的具体描述，并能听懂他人就某个观点表达同意或者不同意。
2. 能够将本单元所学内容和以前所学知识相结合，能描绘自己过去某一天所做的具体
事情，能用英文表达自己的看法。
3. 能够读懂跟课文水平相当的文章，能够读懂介绍某人一天活动的文章。
4. 根据所学内容写出简单的故事，能用书面形式介绍自己某一天的活动。
Emtinal aims：
1. 培养学生了解外国文化的兴趣，能有意识地欣赏外国的小说及影片，感受地道的英语。
2. 培养学生积极参加小组活动，有集体荣誉感。
Ⅲ. The key pints and difficult pints
key pints：
1. 巩固was/were+ding及表达赞成或反对的功能句子的用法。
2. 复习Sectins A-C中的重点短语和句型：
vice, sell, hungry, beat, burn, agree with sb., take a shwer等.
Difficult pints：
准确地使用was/were+ding
Ⅳ. Learning strategies
1. 课前查找有关星期天的历史，可以为我们的学习打下基础。
2. 在学习生词的时候将词与相应的事物相联系可以帮助我们有效地学习单词。
Ⅴ. Teaching aids
Cmputer multimedia prjectr
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(5 minutes)
1. The whle
class wrk
2. Individual wrk
3. Grup wrk
4. Grup wrk
1. Fcus their attentin
n the teacher.
2. One student tells a stry n the platfrm. In rder t make the stry mre active, he/she may add sme vice and gestures. Other students enjy it.
3. One grup discusses
tgether, and writes dwn sme statements t evaluate the stry and students’
perfrmance. The ther grup reviews the
sentences which can
express agreement and
disagreement.
4. Make a shrt dialgue.
1. Get students ready fr
learning.
2. Invite students t tell a
shrt stry.
3. Divide students int tw grups. One grup evaluates the stry and the students’ perfrmance. The ther
grup shws their
expressins.
4. Organize students t
practice.
Presentatin
(13 minutes)
1. The whle
class wrk
2. Grup wrk
3. Grup wrk
and the whle class wrk
4. The whle
class wrk
5. The whle
class wrk
6. Individual wrk
1. Read thrugh Sectins A-C. Write dwn sme sentences n the paper.
They may write dwn
sme wrds, phrases
r sme sentences.
2. Put the six ntebks tgether, and number all the wrds, phrases r sentences.
3. Each grup chse ne student t write dwn their ntes. Other
students can add mre wrds.
4. Lk at the blackbard and erase the same part.
5. Read and remember
all the key pints and make sure they can master them.
6. Students shuld fill in the blanks withut lking them up in the textbk.
1. Give students 3 minutes
t read thrugh Sectins
A-C. Ask them t underline
r write dwn the key
pints they think.
2. Prvide 1 minute fr
students t classify their ntes.
3. Make a cmpetitin.
Which grup can sum
mre wrds, phrases, and
sentences? Divide students
int three parts. One part
writes dwn the new
wrds, and anther part
writes dwn the new
sentences. The last part
aims t write dwn the
phrases. There are three
grups in each part.
4. Chse the best three
grups. One grup d
best in new wrds. One grup d best in phrases. The last grup is the best in sentences.
5. Ask students t lk at the blackbard and check
whether they can remember all f these pints n the
blackbard.
6. Shw “Grammar and
Functins” t students,
and check the answers.

Cnslidatin
(8 minutes)
1. The whle
class wrk
2. Grup wrk
and individual wrk
3. Individual wrk and the whle class wrk
4. Individual
wrk
5. Grup wrk
and individual wrk.
6. The whle
class wrk and grup wrk
7. The whle
class wrk
1. Lk at the picture
and express their
attitudes. Students can
use “I agree with
yu.” “I think it is just
s-s.”
2. Students may nt
knw the answers
accrding t the title
and the picture. S
they will read the
passage t get the
answers.
3. One student answers
the questin. All the
students read and
study new wrds.
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 wrds and difficult sentences.
6. Check the answers.
And ask teacher abut the new wrds and
difficult sentences.
7. Students get the crrect
spelling and
prnunciatin.
1. Shw the picture n page
78 t students. Express “I
think the church is
beautiful”.
2. Shw the title A Shrt
Histry f the Weekend
under the picture. Ask
students t guess, “Why
the editr put the picture
here?” This part can
aruse students’ interests.
3. Invite ne student t answer
this questin, and teach
the wrds “hly” and
“pray” here.
4. Shw the table in 1 t
students. Ask students t
read the answers and
understand their meanings.
Write “clse”---“clsed”
n the blackbard.
5. Ask students t read 1 and
cmplete it with
crrect expressins.
6. Invite students t share
their answers with the whle class.
7. Teach the new wrds
“hwever, slve, factry”
and the phrase “stp ding
sth.” Teach “hwever” by
giving the wrd “but”.
Teach the wrd “slve”
accrding t explanatin.
Practice
(10 minutes)
1. Individual wrk
2. Individual wrk
3. Grup wrk
4. Grup wrk
5. Grup wrk
6.Grup wrk
1. Answer questins. They may use the sentences
in part 1.
2. Think abut the activities they did last Sunday.
3. Lk at the screen and
talk abut their last
Sunday in grups .
4. Students shuld add their feelings t evaluate their last Sunday.
5. Students talk abut these questins in grups. Their answers shuld like this:
I 7-9. I feel
very happy.
my gd
friend. I feel excited.
6. Shw their dialgues with their partners n their
platfrm. Cnfidence is
very imprtant.
1. Shw tw questins t
students, “D yu like the tw-day weekend? Why?”
2. Shw questins t students,
“Did yu have a gd time last Sunday? What did yu d at different times?”
Remind students: We
shuld talk abut things in rder.
3. Shw sme wrds abut
indr and utdr activities t help students talk.
4. Shw sme wrds which
can express feelings t
students.
5. Ask students t make a
dialgue with their partners. Teacher can help students by giving the questins：
What d yu ften d n
Sundays?
What were yu ding frm 7-9 last Sunday?
Hw d yu feel?
What were yu ding
Wh was ding ... with yu?
6. Invite sme vlunteers t
make dialgues.
Prductin
(9 minutes)
1. Grup wrk
and individual
wrk
2. The whle
class wrk
and grup
wrk
3. The whle
class wrk
4. Individual
wrk
1. Students finish the
writing wrk very
quickly, thinking
abut the activities
they did last Sunday.
They can write abut
their wn r their
partners’ last Sunday.
2. Students change their
writing wrks with each ther. Read
r find ut the mistakes f spelling r grammar.
3. Students check whether
the mistakes are in
their wn exercise
bks. Remember nt t make the same
mistake again.
4. Chse a writing wrk
frm (1) r (2) and
review Sectin A after class.
1. Finish Prject.
Prvide students with 3 minutes. Ask them t
write dwn a passage
accrding t the dialgue they did just nw quickly.
2. Ask students t change
their writing wrks.
3. Summarize the mistakes and write them dwn n the blackbard.
4. Hmewrk
(1) Assign the students t write a passage abut last Mnday.
(2) Write a passage abut their parents’ last Sunday. Cultivate students t care abut their parents.
(Students can chse ne frm(1)r (2))
(3) Assign the students t review Sectin A f the next tpic t prepare fr the next class.
Teaching Reflectin
After reviewing, almst all students can master the structure was/were +ding. When they write a passage, there are still sme mistakes. Sme students frget “was/were”, and sme students use “d” directly. Hw careless! T slve this prblem, I think practice can make students clearer.
Unit 3 Our Hbbies
Tpic 3 What were yu ding at this time yesterday?
Sectin D
Students’ reviewing
G1 G2 G3 G4
Grammar:
Was/were+ding
Functins:
I agree with yu.
I think s.
Yu are quite right.
I thught it was just s-s.
I dn’t agree.
I dn’t think s.