仁爱版八年级英语上册Unit3Topic3Whatwereyoudoingatthistimeyesterday优质教案.docx
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仁爱版八年级英语上册Unit3Topic3Whatwereyoudoingatthistimeyesterday优质教案.docx
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仁爱版八年级英语上册Unit3Topic3Whatwereyoudoingatthistimeyesterday优质教案
Topic3Whatwereyoudoingatthistimeyesterday?
教学内容分析及课时分配建议:
本话题围绕周末活动而展开。
主要内容包括:
由Maria打电话给Jane,询问她在过去某个特定的时刻在做什么事情,引出了本话题的语法——过去进行时态。
然后Jane和Michael讨论《哈利波特》观后感,引出同意和不同意的功能用语。
为了增强趣味性,教材还编排了家喻户晓的童话故事TheLittleMatchGirl和动画片TomandJerry来反复呈现巩固过去进行时态。
最后,教材还介绍了周末的来历。
通过学习本话题,学生能够正确使用过去进行时态,并通过优秀文学作品的学习陶冶了人文情操。
本话题建议用5个课时来完成:
第一课时:
SectionA—1a,1b,1c,4
第二课时:
SectionB—1a,1b,1c,2a,2b
第三课时:
SectionA—2,3,SectionC-2,SectionB-3a,3b
第四课时:
SectionC—1a,1b,1c
第五课时:
SectionD-GrammarandFunctions,1,2,Project
(第五课时:
SectionD-GrammarandFunctions,1,2,Project)
教学设计思路:
本课时主要是归纳总结过去进行时和同意与不同意的表达方法。
首先让学生进行“语法大法官”活动,检测学生对过去进行时和一般过去时的敏感度。
接着检查家庭作业,了解学生的掌握情况,并让学生归纳总结过去进行时态和同意与不同意的表达方法。
然后通过图片,学习1中的新词汇。
紧接着让学生快速阅读1和文后的四个句子,并用句子补全短文。
学生整体了解了短文之后,再进行字,词、句的处理。
接着让学生介绍自己的周末活动,训练学生的写作能力,完成2。
最后让学生按步骤完成Project,完成本课时。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇
however,solve,factory,closed,pray,holy
(2)归纳总结过去进行时态的用法及表达同意和不同意的方法。
2.Skillaims:
(1)能够通过口头和书面描述过去正在发生的动作。
(2)能够读懂/听懂过去发生的动作。
(3)能够进行采访活动并整理采访记录。
3.Emotionalaims:
引导学生合理的安排周末活动,有健康丰富的业余文化生活。
4.Cultureawareness:
了解周未的历史渊源和发展。
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)归纳总结过去进行时。
(2)掌握表达同意和不同意的多种方法。
(3)学会利用语境补全短文。
2.Difficultpoints:
(1)根据语境补全短文。
(2)能够根据需要,在一般过去时和过去进行时之间自如地切换。
Ⅲ.Learningstrategies
1.利用上下文、语境来推测词义,补全内容。
2.克服害羞和害怕犯错误的心理,要勇于展示自己。
Ⅳ.Teachingaids
多媒体课件/教堂图片/挂历/小黑板
V.Teachingprocedures
Stage1(7mins):
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
(Groupwork)
GreettheSsandplaythegame
“GrammarJudge”.
T:
Goodmorning,boysandgirls.
T:
Doyoulikelisteningtostories?
T:
Next,Iwilltellyouastory..
Buttherearesomegrammarmistakesinthestory.Youshouldfindoutthemwhilelistening.Thegroupleadershouldcollectthemistakes.Areyouclear?
T:
Let’sbegin.IhaveabadSundaylastweek.WhileIwokeupatsixo’clockinthemorning,itisrainingheavily....
T:
Haveyoufoundoutthemistakes?
T:
GroupOne,howmanyhaveyoufound?
T:
Thentelluswhattheyare,please.
T:
Youdidverywell.Nextgroup,please.
T:
...
T:
Youaregoodgrammarjudges
.Now,lookatthestoryandcheck.
T:
Now,let’sturntoyourhomework.Xxx,didyoureadyournotes?
T:
Pleasetellmethestructureofpastcontinuous.
T:
Whatabout“when”and“while”?
T:
Xxx,doyouknowhowtoexpressagreementanddisagreement?
T:
Giveussomeexamples,please.
T:
...
T:
Now,let’scheckyouranswerstoGrammarandFunctions.Xxx,what’syouranswertoNo.1?
T:
...
Listentoastoryandfindoutthemistakes.
Ss:
Goodmorning,Mr....
Ss:
Ofcourse.
Ss:
Yes.
Ss:
Yes.
GroupOne:
Four.
GroupOne:
“Ihave”shouldbe“Ihad”,...
GroupTwo:
Wefoundfivemistakes.Thefirstoneis...
GroupThree:
...
S1:
Yes..
S1:
was/were+verb-ing.
S1:
....
S2:
Yes.
S2:
Yes.Ithinkso./Yes,Iagreewithyou.
S3:
...
S4:
wastaking
S5:
...
S6:
...
通过听故事,找错误的方式来复习过去时和过去进行时。
完成Grammar和Functions。
Remark:
教师准备的故事要尽量有趣,要包含过去式和过去进行时的错误表达。
教师最后要把故事完整地展示出来供学生参考。
在这个环节里教师也可以把Project的“ChainGame”放在这里进行。
Stage2(3mins):
Pre-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Showpicturestoteachthenewwords.
T:
Goodjob.That’sallforrevision.Now,lookatsomepictures.Whatplaceisit?
T:
Yes.It’saholyplaceinwesterncountries.Inmovies,weusuallyseepeoplegetmarriedatchurches.Look!
Whataretheydoing?
T:
Youareright.Theyarepraying.Doyouknowwhentheygotochurchesandpray?
T:
Right!
Whichdoyouprefer,weekdaysorweekends?
T:
Ilikeweekends,too.BecauseIcanhaveatwo-dayholiday.However,whenIwasstudyinginhighschool,wecouldhavearestonSundayonly.InChina,thetwo-dayweekendbeganin1995.Now,mostofgovernmentofficesareclosedonweekends.However,inmostoffactories,workersstillhavetoworksixdaysaweek.
Learnthenewwords.
Ss:
It’sachurch.
Ss:
祷告。
Ss:
Sunday.
Ss:
Weekends.
解决新词汇,导入到新课。
Remark:
教师也可以拿出一本挂历,让学生观察,引入周末的话题。
Stage3(5mins):
While-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
(Individualwork)
LettheSsread1andcompletethepassage.
T:
Now,weareenjoyingatwo-dayholidayeveryweek.Doyouwanttoknowhowtheideaofweekendcomeintobeing?
T:
Then,pleaseread1.Youshouldcompletethepassagewiththecorrectexpressionsonpage78andunderlinethenewwordsatthesametime.Getstarted,now!
T:
Haveyoufinished?
T:
Thefirstblank,whocantry?
T:
No.2?
T:
...
Read1andcompletethepassage.
Ss:
Yes.
Ss:
Yes.
S1:
C
S2:
A
S3:
...
S4:
...
训练学生的逻辑思维能力,补全短文。
Remark:
这个环节在于训练学生通过上下文的语境来选择正确的句子。
Stage4(10mins):
Post-reading
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
LettheSsread1andfindoutthehistoryofweekend.
T:
Welldone.Next,pleaseread1aagainandfindoutthehistoryofweekend.Pleasecompletethetimetablewhilereading.
T:
Haveyoucompleted?
T:
Xxx,pleasetellussomethingbefore1800.
T:
Howaboutintheearly1800s?
Whocantry?
T:
...
Read1andfindoutthehistoryofweekend.
Ss:
Yes.
S1:
Before1800,people...
S2:
Peopleplayed...
S3:
...
S4:
...
S5:
...
训练学生寻找特定信息的阅读能力。
2(Groupwork)
Dealwiththelanguagepointsandgetthestudentstodiscussthemingroups.
T:
Now,youhaveknownthehistoryofweekendalready.Next,let’ssolveyourproblems.Discussingroupsfirst,thenpresenttotheclassifnecessary.
T:
Now,showyourproblems.
T:
“Blue”doesn’tmeanthecolorhere,itmeans“tired”.BecausepeopleplayedalldayonSunday,sotheygotverytiredonMonday.Whatelse?
Findoutthedifficultpointsandsolvethemingroups.
GroupOne:
Whatdoes“buleMondays”mean?
GroupTwo:
...
解决学生的疑难问题。
完成1。
Remark:
为了更好的了解周末的历史。
教师可以设计一个有关周末历史发展的时间表。
Stage5(8mins):
Finishing2
Step
Teacheractivity
Studentactivity
Designingpurpose
(Individualwork)
GuidetheSstowriteapassagetointroducetheirweekend.
T:
ThankGoodness!
Wehaveatwo-dayweekendnow.Buthowdoyouspendyourweekend?
Next,pleasewriteapassagetointroducewhatyouweredoingatdifferenttimeslastSunday.Youhaveafewminutestoprepare.ThenwewillchoosewhohadthemostwonderfulSunday.Goahead!
T:
Canweshareyourwritingnow?
T:
Whoisthefirstvolunteer?
T:
It’sreallyawonderfulweekend!
Nextvolunteer?
T:
...
Writeapassagetointroducetheirweekend.
Ss:
Yes.
S1:
Letmetry.IHadawonderfulSundaylastweek.At...
S2:
IhadbusySundaylastweek.At...
S3:
...
训练学生的书面表达能力。
完成2。
Remark:
教师要鼓励学生展示自己的作品。
组员之间可以相互阅读。
还可以把自己的作品贴在英语角。
最好评选出谁的周末最精彩,最有意义。
Stage6(10mins):
FinishingProject
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Groupwork)
LettheSsmakeasurveyabouttheiractivitiesonSundays.
T:
ItseemsthatyouallhadawonderfulSundaylastweek.Doyouwanttoknowhowyour
classmatesspend/spenttheirweekends?
T:
Thenwhynotaskthem?
Goandinterviewthem.Don’tforgettotakenotes.Youwillusetheinformationtoplayachaingame.
MakeasurveyabouttheiractivitiesonSundays.
Ss:
Yes.
训练学生的口头交际能力,在说的过程中复习巩固时态。
2(Groupwork)
LettheSsplaythechaingame.
T:
Now,stopsurveying.Let’splayagame.Readtherulesfirst.
T:
Doyouknowhowtoplaythegame?
T:
GroupOne,pleaseplaythegameasanexample,OK?
T:
Wonderful!
Now,play!
Playthechaingame.
Ss:
Yes.
S1:
WhatwereyoudoingatthattimelastSunday,S2?
S2:
...
S3:
...
玩游戏,巩固过去进行时态。
3(Individualwork)
LettheSswritedownthesurveyresults
T:
Hey,boysandgirls!
Stopthegame.Wehavetodosomewritingnow.Youhaveknownyourclassmates’activitiesonweekend.Next,pleasewriteapassagetodescribeyourownactivities.Ifyoufinishes,pleaseraiseyourhand.
T:
Whowouldliketopresent?
T:
Goodwriting.Whoelse?
Writedownthesurveyresults
S1:
Me.Iusually...
S2:
Iusually...,
训练学生整理采访记录,以书面形式再次巩固过去进行时态。
Remark:
为了增加一点难度,让学生运用更多的表示活动的词汇,要求在游戏中,同一组的同学不能使用同样的活动。
Stage7(2mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
AssigningtheHMK.
T:
Fortoday’shomework,I’dlikeyoutocopythesurveyresultsonyourexercisebook.
FinishtheHMK.
让学生把调查结果抄写在作业本上,教师可以了解学生的掌握程度。
Remark:
教师也可以画一个表格,填上时间和活动,让学生写作文。
VI.Blackboarddesign
第五课时(SectionD-GrammarandFunctions,1,2,Project)
Wordsandexpressions:
Grammarpoints:
holy过去进行时态:
was/were+v-ing
pray同意:
Youareright./Ithinkso./Iagreewithyou./...
however不同意:
Idon’tthinkso./Idon’tagreewithyou./..
close-closed
factory-factories
solve
TheHistoryoftheweekend
Before1800:
Intheearly1800s:
In1874:
By1930:
By1940:
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