八年级上册教案设计
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section A
Ⅰ. 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。
Ⅱ. Teaching aims
Knowledge 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。
Ⅲ. 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。
Ⅳ. Learning strategies
1. 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。
Ⅴ. Teaching aids
Computer multimedia projector, tickets of concert, some cards of famous stars
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction
(4 minutes) 1. The whole
class work
and individual
work
2. The whole
class work
3. The whole
class work
4. The whole
class work 1. 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 work
2. Individual
work
3. The whole
class work
4. The whole
class work
5. The whole
class work and
individual work
6. The whole
class work
7. The whole
class work
8. Individual
work
9. The whole
class work and
group work 1. 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 teacher’s 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
“What’s 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
Jane’s 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 work
2. Group work
3. The whole class
work
4. The whole class
and individual
work
5. Individual work
6. The whole
class work
7. The whole
class work
8. The whole
class work
and individual
work
9. The whole
class and
individual work
1. 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. Don’t write the
answer down quickly because
students can’t 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 work
5. Pair work
6. Individual
work
7. Pair work 1. 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 work
3. The whole
class work
4. The whole
class work and
individual work 1. 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 happy
at 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 interview
their 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.
Focus:
(2) Grammar
4. 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 Reflection It’s easy for the students to remember the structure “was/were+doing” because they know the present continuous tense, but it’s 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 .
Ⅶ. Blackboard design
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section A
What are you doing now? G1 G2 G3 G4
What was Jane doing at this time yesterday? p
What were you doing from seven to nine yesterday?
I was... Were you listening to music?
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