仁爱版初中英语八年级上册Unit 3 Topic 3Section D优质课教案.docx
《仁爱版初中英语八年级上册Unit 3 Topic 3Section D优质课教案.docx》由会员分享，可在线阅读，更多相关《仁爱版初中英语八年级上册Unit 3 Topic 3Section D优质课教案.docx（11页珍藏版）》请在冰豆网上搜索。
仁爱版初中英语八年级上册Unit3Topic3SectionD优质课教案
八年级上册教案设计
Unit3OurHobbies
Topic3Whatwereyoudoingatthistimeyesterday?
SectionD
Ⅰ.Materialanalysis
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。
Ⅱ.Teachingaims
Knowledgeaims：
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,agreewithsb.,takeashower。
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。
Skillaims：
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。
Emotionalaims：
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。
Ⅲ.Thekeypointsanddifficultpoints
keypoints：
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SectionsA-C中的重点短语和句型：
voice,sell,hungry,beat,burn,agreewithsb.,takeashower等.
Difficultpoints：
准确地使用was/were+doing
Ⅳ.Learningstrategies
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。
Ⅴ.Teachingaids
Computermultimediaprojector
Ⅵ.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
（5minutes）
1.Thewhole
classwork
2.Individualwork
3.Groupwork
4.Groupwork
1.Focustheirattention
ontheteacher.
2.Onestudenttellsastoryontheplatform.Inordertomakethestorymoreactive,he/shemayaddsomevoiceandgestures.Otherstudentsenjoyit.
3.Onegroupdiscusses
together,andwritesdownsomestatementstoevaluatethestoryandstudents’
performance.Theothergroupreviewsthe
sentenceswhichcan
expressagreementand
disagreement.
4.Makeashortdialogue.
1.Getstudentsreadyfor
learning.
2.Invitestudentstotella
shortstory.
3.Dividestudentsintotwogroups.Onegroupevaluatesthestoryandthestudents’performance.Theother
groupshowstheir
expressions.
4.Organizestudentsto
practice.
Presentation
（13minutes）
1.Thewhole
classwork
2.Groupwork
3.Groupwork
andthewholeclasswork
4.Thewhole
classwork
5.Thewhole
classwork
6.Individualwork
1.ReadthroughSectionsA-C.Writedownsomesentencesonthepaper.
Theymaywritedown
somewords,phrases
orsomesentences.
2.Putthesixnotebookstogether,andnumberallthewords,phrasesorsentences.
3.Eachgroupchooseonestudenttowritedowntheirnotes.Other
studentscanaddmorewords.
4.Lookattheblackboardanderasethesamepart.
5.Readandremember
allthekeypointsandmakesuretheycanmasterthem.
6.Studentsshouldfillintheblankswithoutlookingthemupinthetextbook.
1.Givestudents3minutes
toreadthroughSections
A-C.Askthemtounderline
orwritedownthekey
pointstheythink.
2.Provide1minutefor
studentstoclassifytheirnotes.
3.Makeacompetition.
Whichgroupcansum
morewords,phrases,and
sentences?
Dividestudents
intothreeparts.Onepart
writesdownthenew
words,andanotherpart
writesdownthenew
sentences.Thelastpart
aimstowritedownthe
phrases.Therearethree
groupsineachpart.
4.Choosethebestthree
groups.Onegroupdo
bestinnewwords.Onegroupdobestinphrases.Thelastgroupisthebestinsentences.
5.Askstudentstolookattheblackboardandcheck
whethertheycanrememberallofthesepointsonthe
blackboard.
6.Show“Grammarand
Functions”tostudents,
andchecktheanswers.
Consolidation
（8minutes）
1.Thewhole
classwork
2.Groupwork
andindividualwork
3.Individualworkandthewholeclasswork
4.Individual
work
5.Groupwork
andindividualwork.
6.Thewhole
classworkandgroupwork
7.Thewhole
classwork
1.Lookatthepicture
andexpresstheir
attitudes.Studentscan
use“Iagreewith
you.”“Ithinkitisjust
so-so.”
2.Studentsmaynot
knowtheanswers
accordingtothetitle
andthepicture.So
theywillreadthe
passagetogetthe
answers.
3.Onestudentanswers
thequestion.Allthe
studentsreadand
studynewwords.
4.Studentsreadtheanswersandgetthemeanings.
5.Studentsread1andputA,B,C,Dintherightplaces.Underlinethenewwordsanddifficultsentences.
6.Checktheanswers.
Andaskteacheraboutthenewwordsand
difficultsentences.
7.Studentsgetthecorrect
spellingand
pronunciation.
1.Showthepictureonpage
78tostudents.Express“I
thinkthechurchis
beautiful”.
2.ShowthetitleAShort
HistoryoftheWeekend
underthepicture.Ask
studentstoguess,“Why
theeditorputthepicture
here?
”Thispartcan
arousestudents’interests.
3.Inviteonestudenttoanswer
thisquestion,andteach
thewords“holy”and
“pray”here.
4.Showthetablein1to
students.Askstudentsto
readtheanswersand
understandtheirmeanings.
Write“close”---“closed”
ontheblackboard.
5.Askstudentstoread1and
completeitwith
correctexpressions.
6.Invitestudentstoshare
theiranswerswiththewholeclass.
7.Teachthenewwords
“however,solve,factory”
andthephrase“stopdoing
sth.”Teach“however”by
givingtheword“but”.
Teachtheword“solve”
accordingtoexplanation.
Practice
（10minutes）
1.Individualwork
2.Individualwork
3.Groupwork
4.Groupwork
5.Groupwork
6.Groupwork
1.Answerquestions.Theymayusethesentences
inpart1.
2.ThinkabouttheactivitiestheydidlastSunday.
3.Lookatthescreenand
talkabouttheirlast
Sundayingroups.
4.StudentsshouldaddtheirfeelingstoevaluatetheirlastSunday.
5.Studentstalkaboutthesequestionsingroups.Theiranswersshouldlikethis:
Iwas...from7-9.Ifeel
veryhappy.From...I
was...withmygood
friend.Ifeelexcited.
6.Showtheirdialogueswiththeirpartnersontheir
platform.Confidenceis
veryimportant.
1.Showtwoquestionsto
students,“Doyoulikethetwo-dayweekend?
Why?
”
2.Showquestionstostudents,
“DidyouhaveagoodtimelastSunday?
Whatdidyoudoatdifferenttimes?
”
Remindstudents:
We
shouldtalkaboutthingsinorder.
3.Showsomewordsabout
indoorandoutdooractivitiestohelpstudentstalk.
4.Showsomewordswhich
canexpressfeelingsto
students.
5.Askstudentstomakea
dialoguewiththeirpartners.Teachercanhelpstudentsbygivingthequestions：
Whatdoyouoftendoon
Sundays?
Whatwereyoudoingfrom7-9lastSunday?
Howdoyoufeel?
Whatwereyoudoing
from...?
Whowasdoing...withyou?
6.Invitesomevolunteersto
makedialogues.
Production
（9minutes）
1.Groupwork
andindividual
work
2.Thewhole
classwork
andgroup
work
3.Thewhole
classwork
4.Individual
work
1.Studentsfinishthe
writingworkvery
quickly,thinking
abouttheactivities
theydidlastSunday.
Theycanwriteabout
theirownortheir
partners’lastSunday.
2.Studentschangetheir
writingworkswitheachother.Read
orfindoutthemistakesofspellingorgrammar.
3.Studentscheckwhether
themistakesarein
theirownexercise
books.Remembernottomakethesame
mistakeagain.
4.Chooseawritingwork
from
（1）or
（2）and
reviewSectionAafterclass.
1.FinishProject.
Providestudentswith3minutes.Askthemto
writedownapassage
accordingtothedialoguetheydidjustnowquickly.
2.Askstudentstochange
theirwritingworks.
3.Summarizethemistakesandwritethemdownontheblackboard.
4.Homework
（1）AssignthestudentstowriteapassageaboutlastMonday.
（2）Writeapassageabouttheirparents’lastSunday.Cultivatestudentstocareabouttheirparents.
（Studentscanchooseonefrom
（1）or
（2））
（3）AssignthestudentstoreviewSectionAofthenexttopictoprepareforthenextclass.
TeachingReflection
Afterreviewing,almostallstudentscanmasterthestructurewas/were+doing.Whentheywriteapassage,therearestillsomemistakes.Somestudentsforget“was/were”,andsomestudentsuse“do”directly.Howcareless!
Tosolvethisproblem,Ithinkpracticecanmakestudentsclearer.
Ⅶ.Blackboarddesign
Unit3OurHobbies
Topic3Whatwereyoudoingatthistimeyesterday?
SectionD
Students’reviewing
G1G2G3G4
Grammar:
Was/were+doing
Functions:
Iagreewithyou.
Ithinkso.
Youarequiteright.
Ithoughtitwasjustso-so.
Idon’tagree.
Idon’tthinkso.
升级会员 