仁爱八上U3T3Section A教学案例.doc

八年级上册教案设计Unit 3 Our HobbiesTopic 3 What were you doing at this time yesterday?Section A. Material analysis Section A的主要教学活动为1a和3。 本节课主要是通过Maria和Jane打电话的图片，引导学生复习电话用语和现在进行时，从而引出本课的语法点过去进行时。在现在进行时的基础之上学习过去进行时，可以为学生的学习打下良好的基础。本节课所要呈现的内容有关学生的日常生活如：吃饭、睡觉、看书、学习等。老师们可以根据教学内容，设计模拟真实的情景，让学生在真实情景中习得语言。但是要熟练、正确地使用过去进行时，并能在实际生活中学会用过去进行时谈论所做的事情还是有一定的难度，要求老师们不断创新，尽量将自己的课堂融入到生活之中。. Teaching aimsKnowledge aims： 1. 能够根据音标正确拼读answer, shower, serve, news, museum等。2. 能根据音标书写以下单词：answer, shower, serve, news, museum和一些有关日常行为的短语如：chat with friends, listen to等。3. 能正确熟练地运用be+doing, 初步学习was/were+doing的用法。 4. 能运用本课所学语言，就过去或现在正在做的事情进行正确的描述。Skill aims：1. 能听懂有关谈论过去和现在所做的事情，听懂电话用语。2. 能正确地使用电话用语，并能在生活中自由谈论自己和他人过去某一时间正在做的事情。3. 能正确朗读课本的文本材料，读懂介绍某个时段在做什么的文章。4. 能用过去进行时正确描绘、书写自己某一天所做的事情。Emotional aims： 培养学生养成尽量多地使用英语表达自己的意思的习惯，将精力和注意力主要放在意思的表达上，明白语言的交际功能。. The key points and difficult points Key points： 1. 熟练使用电话用语。 2. 学习过去进行时。 3. 学习有关活动的短语。如：chat on line, visit a museum, listen to the news Difficult points： 学习有关活动的短语如，chat on line, visit a museum, listen to the news并能够将这些短语正确应用于过去进行时之中。 . Learning strategies1. 上课之前多预习跟活动有关的短语能帮助你熟练was/were+doing的结构。 2. 读文章之前先看看图片提示能让你更好的了解文章的内容。. 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”.9. 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 situations.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