Unit 3 Our Hobbies-Topic 3 What were you doing at this time yesterday -Section D-ppt课件-(含教案+视频+素材)-市级公开课-仁爱科普版八年级上册(编号：d11cb).zip
Unit 3 Topic 3 Section D1 八年级上册教学设计八年级上册教学设计 Unit 3 Our Hobbies Topic 3 What were you doing at this time yesterday? Section D . Material analysis 该部分是本话题的最后一节课。本部分主要通过 Grammar、Functions 的小结来巩固 本话题的语法重点 was/were+doing 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 doing。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。 . Teaching aims Knowledge aims： 1. 复习和总结本话题重点词汇的读音如：answer, shower, 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, shower, serve, news, museum, duck，agree, brave, useful, match, dark, voice, sell, hungry, beat, burn, agree with sb., take a shower。 3. 复习 was/were +doing , 正确表达同意或者不同意。 4. 能够正确使用was/were+doing，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。 Emotional 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。 . The key points and difficult points key points： 1. 巩固 was/were+doing 及表达赞成或反对的功能句子的用法。 2. 复习 Sections A-C 中的重点短语和句型： Unit 3 Topic 3 Section D2 voice, sell, hungry, beat, burn, agree with sb., take a shower 等. Difficult points： 准确地使用 was/were+doing . 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。 . Teaching aids Computer multimedia projector . Teaching procedures Step Interaction pattern Student activityTeacher 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 more active, he/she may add some voice and gestures. Other students enjoy it. 3. One group discusses together, and writes down some statements to evaluate the story and students performance. The other group reviews the sentences which can express agreement and disagreement. 4. Make a short dialogue. 1. Get 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. 4. Organize students to practice. Unit 3 Topic 3 Section D3 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 Sections A-C. Write down some sentences on the paper. They may write down some words, phrases or some sentences. 2. Put the six notebooks together, and number all the words, phrases or sentences. 3. Each group 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 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 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. 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. Unit 3 Topic 3 Section D4 Consolidation (8 minutes) 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 express their attitudes. Students can use “I agree with you.” “I think it is just so-so.” 2. Students may not 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 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 get 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 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 to read 1 and complete it with correct expressions. 6. Invite students to share their answers with 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 to explanation. Unit 3 Topic 3 Section D5 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 last 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 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 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 partners. Teacher can help students by giving the questions： What do you often do on Sundays? 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. Unit 3 Topic 3 Section D6 Production (9 minutes) 1. Group 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 partners last Sunday. 2. Students change their writing works with each other. 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 review 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 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 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 students use “do” directly. How careless! To solve this problem, I think practice can make students clearer. Unit 3 Topic 3 Section D7 . Blackboard design Unit 3 Our Hobbies Topic 3 What were you doing at this time yesterday? Section D 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 dont agree. I dont think so. Students reviewing
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Unit 3 Topic 3 Section D1 八年级上册教学设计八年级上册教学设计 Unit 3 Our Hobbies Topic 3 What were you doing at this time yesterday? Section D . Material analysis 该部分是本话题的最后一节课。本部分主要通过 Grammar、Functions 的小结来巩固 本话题的语法重点 was/were+doing 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 doing。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。 . Teaching aims Knowledge aims： 1. 复习和总结本话题重点词汇的读音如：answer, shower, 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, shower, serve, news, museum, duck，agree, brave, useful, match, dark, voice, sell, hungry, beat, burn, agree with sb., take a shower。 3. 复习 was/were +doing , 正确表达同意或者不同意。 4. 能够正确使用was/were+doing，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。 Emotional 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。 . The key points and difficult points key points： 1. 巩固 was/were+doing 及表达赞成或反对的功能句子的用法。 2. 复习 Sections A-C 中的重点短语和句型： Unit 3 Topic 3 Section D2 voice, sell, hungry, beat, burn, agree with sb., take a shower 等. Difficult points： 准确地使用 was/were+doing . 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。 . Teaching aids Computer multimedia projector . Teaching procedures Step Interaction pattern Student activityTeacher 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 more active, he/she may add some voice and gestures. Other students enjoy it. 3. One group discusses together, and writes down some statements to evaluate the story and students performance. The other group reviews the sentences which can express agreement and disagreement. 4. Make a short dialogue. 1. Get 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. 4. Organize students to practice. Unit 3 Topic 3 Section D3 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 Sections A-C. Write down some sentences on the paper. They may write down some words, phrases or some sentences. 2. Put the six notebooks together, and number all the words, phrases or sentences. 3. Each group 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 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 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. 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. Unit 3 Topic 3 Section D4 Consolidation (8 minutes) 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 express their attitudes. Students can use “I agree with you.” “I think it is just so-so.” 2. Students may not 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 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 get 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 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 to read 1 and complete it with correct expressions. 6. Invite students to share their answers with 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 to explanation. Unit 3 Topic 3 Section D5 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 last 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 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 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 partners. Teacher can help students by giving the questions： What do you often do on Sundays? 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. Unit 3 Topic 3 Section D6 Production (9 minutes) 1. Group 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 partners last Sunday. 2. Students change their writing works with each other. 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 review 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 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 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 students use “do” directly. How careless! To solve this problem, I think practice can make students clearer. Unit 3 Topic 3 Section D7 . Blackboard design Unit 3 Our Hobbies Topic 3 What were you doing at this time yesterday? Section D 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 dont agree. I dont think so. Students reviewing
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