Unit 3 Our Hobbies-Topic 3 What were you doing at this time yesterday -Section D-教案、教学设计-市级公开课-仁爱科普版八年级上册(配套课件编号：d11cb).doc

1、Unit 3Topic 3Section D1 八年级上册教八年级上册教学学设计设计Unit 3 Our Hobbies Topic 3What 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

2、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, b

3、rave, 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

4、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： voice, sell, hungry, bea

5、t, burn, agree with sb., take a shower 等. Difficult points： 准确地使用 was/were+doing Unit 3Topic 3Section D2 . 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 activ

6、ityTeacher activity Introduction (5 minutes) 1. The whole class work 2. Individualwork 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. Otherstudents enjo

7、y it. 3. One group discusses together,andwrites 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 st

8、ory. 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 3Topic 3Section D3 Presentation (13 minutes) 1. The whole class work 2. Group work 3. Group work and the whole class wo

9、rk 4. The whole class work 5. The whole class work 6. Individualwork 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 thewords,phrasesor sentences. 3. Each group choose o

10、ne student to write down their notes. Other students can add more words. 4. Look at the blackboard anderasethesamepart. 5. Read and remember all the key points and make sure they can master them. 6. Students should fill in theblankswithoutlooking themupinthetextbook. 1. Give students 3 minutes to re

11、ad through Sections A-C.Askthemtounderline 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?Dividestudents into three parts. One part writes down the new words, and another

12、 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 an

13、d check whether they can remember all of these points on the blackboard. 6. Show “Grammar and Functions” to students, and check the answers. Unit 3Topic 3Section D4 Consolidation (8minutes) 1. The whole class work 2. Group work and individual work 3. Individualwork and the whole class work 4. Indivi

14、dual 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

15、. 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. Studentsreadtheanswers 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

16、answers. And ask teacher about the new words and difficult sentences. 7. Studentsgetthecorrect 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,

17、“Why the editor put the picture here?” This part can arouse studentsinterests. 3. Inviteonestudenttoanswer 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 understandtheirmeanings. Write “close”-“closed” on the blackbo

18、ard. 5.Ask students to read 1 and complete it with correct expressions. 6. Invite students to share theiranswerswiththe 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 explanati

19、on. Unit 3Topic 3Section D5 Practice (10minutes) 1. Individualwork 2. Individualwork 3. Group work 4. Group work 5. Group work 6.Group work 1. Answer questions. They mayusethesentences inpart1. 2. Think about the activities theydidlastSunday. 3.Lookatthescreenand talkabouttheirlast Sundayingroups. 4

20、. Students should add their feelings to evaluate their lastSunday. 5. Students talk about these questionsin groups.Their answersshouldlikethis: Iwas.from7-9.Ifeel very happy. From.I was.with mygood friend.Ifeelexcited. 6.Showtheirdialogueswith theirpartnersontheir platform.Confidenceis veryimportant

21、. 1.Showtwoquestionsto students, “Do you like the two-dayweekend?Why?” 2.Showquestionstostudents, “Did you have a good time last Sunday? What did you doatdifferenttimes?” Remindstudents:We should talk about things in order. 3.Showsomewordsabout indoor and outdoor activities tohelpstudentstalk. 4.Sho

22、wsomewordswhich canexpressfeelingsto students. 5.Askstudentstomakea dialogue with their partners. Teacher can help students bygivingthequestions： Whatdoyouoftendoon Sundays? What were you doing from 7-9lastSunday? Howdoyoufeel? Whatwereyoudoing from.? Whowasdoing.withyou? 6.Invitesomevolunteersto ma

23、kedialogues. Unit 3Topic 3Section D6 Production (9minutes) 1.Groupwork andindividual work 2. The whole class work and group work 3. Thewhole classwork 4.Individual work 1. Students finish the writing work very quickly, thinking about the activities they did last Sunday. They can write about their ow

24、n or their partnerslast Sunday. 2. Students change their writingworkswith each other. Read or find out the mistakes ofspellingorgrammar. 3. Studentscheckwhether the mistakes are in their own exercise books. Remember not to makethesame mistake again. 4. Choose a writing work from (1) or (2) and revie

25、w 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 andwrite them down on the blackboard. 4. Homework (1) Assign the s

26、tudents 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 A

27、fter 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 3Topic 3Section D7 . Blackboard design Unit 3 Our Hobbies Topic 3What 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. Studentsreviewing