八上U3T3P1.docx
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八上U3T3P1
Unit3OurHobbies
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
第一课时(SectionA—1a,1b,1c,4)
教学设计思路:
本课时主要是初步学习过去进行时态,描述过去某个特定时刻所进行的活动。
首先通过玩“找不同”游戏,复习现在进行时态及动词的ing形式。
教师通过对比不同的时刻所做的事情导入到过去进行时的学习。
让学生通过观察,比较得出过去进行时的结构。
然后教师让学生通过看图片描述活动来操练过去进行时的结构。
随后教师让学生模仿例句编对话,进一步操练过去进行时完成1c。
完成词汇和语法的导入后,直接让学生听1a的对话,完成1b。
接着教师让学生读1a,找出知识点,并鼓励学生进行角色扮演,完成1a。
最后让学生谈论自己的周末活动,再一次操练过去进行时态,完成本课时。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇。
answer,takeashower
(2)初步学习过去进行时。
2.Skillaims:
(1)能够运用常用的电话用语。
(2)能够描述过去某个时刻正在发生的动作。
3.Emotionalaims:
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)初步掌握过去进行时的基本构成。
(2)用过去进行时描述过去某个时刻正在发生的动作。
2.Difficultpoints:
区分一般过去时态与过去进行时的时间差异。
Ⅲ.Learningstrategies
1.善于以旧知识联系新知识。
如:
利用现在进行时来学习过去进行时态。
2.善于在模仿中获得语言经验。
Ⅳ.Teachingaids
多媒体课件/各种活动的图片/录音机
V.Teachingprocedures
Stage1(10mins):
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
GreettheSsandletthemplay“Findthedifferences”torevisepresentcontinuoustense.
T:
Goodmorning,class.
T:
Howareyoudoing?
T:
Doyouhaveagoodeye,boysandgirls?
T:
Great!
Thenlet’splay“Findthedifferences”.Lookatthepictures,pleasepointoutthedifferencesbetweenthem.Goahead,now.
T:
Youhaveagoodeye.Whatelse?
T:
DoyouknowwhyIaskyoutoplaythegame?
T:
Whatacleverboy!
Whocantellusthebasicstructureofpresentcontinuoustense?
T:
Wonderful!
Thenhowtoadd“ing”?
T:
Welldone!
Look,Ihavesomepictures,pleasespeakouttheactivitieswith“ing”.(Showspicture)
Play“Findthedifferences”torevisepresentcontinuoustense.
Ss:
Goodmorning,Mr...
Ss:
Fine,thanks.
Ss:
Yes.
S1:
TheboyisfishinginPictureOne,butheisswimminginPictureTwo.
S2:
Themonkeyis...,but...
S3:
...
S4:
...
...
S9:
Torevisecontinuoustense.
S1o:
am/is/are+v-ing.
S11:
...
S12:
..
...
S14:
Playingbasketball
S15:
Washingsomeclothes
...
通过游戏复习现在进行时,复习动词的现在分词形式。
Remark:
因为本课主要是学习过去进行时,本环节是要学生熟悉动词的现在分词形式,教师所呈现的图片应该是包含各种各样的活动。
教师还可以让学生总结一下动词加-ing形式的变化规则。
教师还可以出示一些图片,让学生用-ing形式描述。
最好要包含1a和1c中的动词。
如:
practicingtheviolin,takingashower等。
Stage2(12mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Introducethenewgrammarbycomparing.
T:
Perfectperformance!
Whatclassarewehavingnow?
T:
Whatclasswereyouhavingatthistimeyesterday?
(WritesdownontheBb)
T:
Good.Andwe’dbettersay“WewerehavingaChineseclass.”(WritesdownontheBb)Pleasesayitagain,class.
T:
WhatisMr.Xudoingnow?
T:
Right.ButIwascheckingyourhomeworkatthistimeyesterday.(WritesdownontheBb)Lookatthesesentences,canyoufindsomethingdifferent?
T:
Correct.ColumnAispresentcontinuoustenseandColumnBispastcontinuoustense.Thestructureofpresentcontinuoustenseis...
T:
Thenhowaboutpastcontinuoustense?
T:
Absolutelyright!
(Showspicture)Look!
WhatwasJanedoingatthistimeyesterday?
T:
Yes!
WhatwasKangkangdoingatthistimeyesterday?
T:
Right!
You’dbettersayhewastakingashower.Areyoufamiliarwiththenewtensenow?
T:
Then,lookatthepicturesin1candmakeupconversations.Youmayfollowtheexample.
T:
XxxandXxx,pleaseshowusyourconversation.
Learnthenewgrammar.
Ss:
WearehavinganEnglishclass.
Ss:
HavingaChineseclass.
Ss:
WewerehavingaChineseclass.
Ss:
Youaregivingalessonforus.
S1:
...
S2:
...
Ss:
am/is/are+v-ing
Ss:
were/was+v-ing.
S3:
Shewasplayingtheviolin.
S4:
Hewastakingabath.
Ss:
Yes.
S5:
Whatwere....?
S6:
Iwas...
S5:
Iwas...
导入到新词汇和新语法。
完成1c。
Remark:
教师在导入过去进行时态,一定要在黑板上板书,并把其结构部分用颜色笔显现出来。
最好把现在进行时态和过去进行时态分成两栏,以便学生观察得出过去进行时态的结构。
Stage3(5mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
(Individualwork)
LettheSslistento1aandfinish1b.
T:
Now.Let’slistentoaconversationandanswerthequestionsontheBb.Readthequestionsfirst.
T:
Canwebegin?
T:
Onceagain?
T:
Xxx,whatisMariadoingnow?
T:
IsJaneansweringthephone?
Xxx,you,please.
T:
Howdoyouknowsheisn’tJane?
T:
Right!
Xxx,WhatisJanedoingthen?
T:
...
T:
WhatwasJanedoingatthattimeyesterday?
Listento1aandfinish1b.
Ss:
Yes.
Ss:
No.
S1:
SheiscallingJane.
S2:
No.Awomanisansweringthephone.
S2:
Thewomansays“Holdtheline,please”.
S3:
...
S4:
...
S5:
Shewastakingashower.
训练学生的听力技能,完成1b。
Remark:
1b的听力任务非常简单,教师还可以设计更多的问题。
如:
WhatareMariaandJanedoingnow?
WhatisJanedoingatthemoment?
等。
教师把这些问题首先展示出来,让学生带着问题去听。
Stage4(5mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
LettheSsread1aandfindouttheusefulexpressions.
T:
Fine.Youhaveansweredthequestionscorrectly.Now,pleaseread1aandfindouttheusefulexpressions.Goahead.
T:
Foundout?
T:
Xxx,willyoupleasetellustheexpressionsaboutmakingaphonecall?
T:
Great.Moreexpressions?
T:
Wonderful.Now,let’sread1atogether.
Read1aandfindouttheusefulexpressions.
Ss:
Yes.
S1:
Hello!
ThisisMariaspeaking.MayIspeaktoJane?
Holdtheline,please.
S2:
practicetheviolin,answerthephone,atthistime,...
S3:
...
Ss:
...
复习电话用语。
训练学生概括重点的能力。
2(Groupwork)
LettheSsactout1ainroles
T:
Thisconversationisveryeasy,isn’tit?
T:
Now,let’smakeitalittledifficult.Pleasecloseyourbook.Let’sworkingroupsofthree.I’dlikeyoutoactouttheconversationinroles.Twominutesforyoutopractice,thensomegroupswillpresentinthefront.
T:
Xxx,Xxx,andXxx,pleasecometothefrontandpresent.
T:
Payattentiontoyourintonation,please.Morevolunteers!
Actout1ainroles.
Ss:
Yes.
S1:
...
S2:
...
S3:
...
S4:
...
S5:
...
S6:
...
角色扮演,表演1a的对话。
完成1a。
Remark:
教师也可以把对话改成一段叙述性的文字,让学生填空,复述对话。
在角色扮演时,教师要求学生不要看课文,而且还要注意情景和语音语调。
Stage5(10mins):
Finishing4
Step
Teacheractivity
Studentactivity
Designingpurpose
(Groupwork)
LettheSssurveywhattheyweredoingatthistimelastweekendandthenmakeadialog.
T:
Goodperformance!
Next,pleasesurveyyourgroupmembersandaskwhattheyweredoingatthisyesterdaylast
weekend.TheexampleontheBbmayhelpyou.Doitrightnow.Youshouldmakeareportintheend.
T:
Whichgroupisgoingtoreport?
Surveywhattheyweredoingatthistimelastweekendandthenmakeadialog.
GroupTwo:
Weweredoingdifferentthingsatthistimelastweekend.Xxxwas...,...
GroupFour:
Inourgroup,atthistimelastweekend,Xxxwas...,...
GroupOne:
...
训练学生的口头表达能力,对1a进行模仿运用,完成4。
Remark:
为了让学生顺利进行此活动,教师可以叫一个学生与自己做一个示范。
或者在小黑板上展示对话模板,让学生参考。
Stage6(3mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
LettheSssummarizethegrammarandimportantpointsofthelesson.
T:
Itseemsthatallofyouhadawonderfulweekendlastweek.Ihopeyouhaveagoodtimeeveryday.Butyourmaintaskistostudy.Doyoustillrememberwhatwehavelearnedtoday?
T:
Whatisit?
T:
Yes.Couldyoutellmethestructureofthistense?
T:
Right.Whocanmakeupasentencewithit?
Summarizethegrammarandimportantpointsofthelesson.
Ss:
Sure.
Ss:
过去进行时态。
Ss:
was/were+v-ing.
S1:
Iwasdoingmyhomeworkatthistimeyesterday.
S2:
..
S3:
...
回顾本课语法、操练语法。
2(Classactivity)
AssigningtheHMK.
T:
Fortoday’shomework,I’dlikeyoutodescribewhatyourfamilymembersweredoingatthistimeyesterday.
FinishtheHMKafterclass.
让学生运用过去进行时态描述家人的活动,体会家人为家庭所付出的劳动。
Remark:
教师也可以让学生描述自己的活动。
VI.Blackboarddesign
第一课时(SectionA—1a,1b,1c,4)
Wordsandexpressions:
Grammarpoints:
takeashower现在进行时态:
过去进行时态:
answeram/is/are+v-ingwas/were+v-ing
answerquestions
answerthephone
Thisis...speaking.
MayIspeakto...
Holdtheline=Holdon=waitamoment