新仁爱版初中英语八年级上册Unit 3 Topic 3Section A优质课公开课教案.docx
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新仁爱版初中英语八年级上册Unit 3 Topic 3Section A优质课公开课教案.docx
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新仁爱版初中英语八年级上册Unit3Topic3SectionA优质课公开课教案
八年级上册教案设计
Unit3OurHobbies
Topic3Whatwereyoudoingatthistimeyesterday?
SectionA
Ⅰ.Materialanalysis
SectionA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.Teachingaims
Knowledgeaims:
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:
chatwithfriends,listento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。
Skillaims:
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。
Emotionalaims:
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.Thekeypointsanddifficultpoints
Keypoints:
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:
chatonline,visitamuseum,listentothenews
Difficultpoints:
学习有关活动的短语如,chatonline,visitamuseum,listentothenews并能够将这些短语正确应用于过去进行时之中。
Ⅳ.Learningstrategies
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.Teachingaids
Computermultimediaprojector,ticketsofconcert,somecardsoffamousstars
Ⅵ.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
(4minutes)
1.Thewhole
classwork
andindividual
work
2.Thewhole
classwork
3.Thewhole
classwork
4.Thewhole
classwork
1.Volunteerscometotheplatformtoshowtheirposter,andotherslistentothemcarefully.Andthenfindoutthemistakes.
2.Studentsanswer,“Theyaregivingareport.”
3.Studentsanswer“We
arehavinganEnglishclass.”
4.Studentslookatthe
pictureandpredicttheanswerofthequestionwithpresentcontinuoustense.
1.Checkstudents’homework.
Inviteonegrouptoshowtheirposterandpresentitontheplatform.
2.Givethegroupasmiling
face.Thenaskstudents
“Whataretheydoing
now?
”
3.“Whatareyoudoing
now?
”(reviewpresent
continuoustense)
4.Askstudentstolookat
thepictureandanswer
“WhatareMariaandJanedoing?
”Writedownthequestionontheblackboard.
Presentation
(15minutes)
1.Thewhole
classwork
2.Individual
work
3.Thewhole
classwork
4.Thewhole
classwork
5.Thewhole
classworkand
individualwork
6.Thewhole
classwork
7.Thewhole
classwork
8.Individual
work
9.Thewhole
classworkand
groupwork
1.Studentscangetthe
information“Oh,Iwastakingashower.”Sostudentscangetthe
correctanswerB.
2.Lookingatthepicture,studentscanseeacircledpicture.Theycangetthemeaningwiththehelpofteacher’sguidance.
3.Readthenewwordsandphrasesaftertheteacher.Studythenewphrases.
4.Readafterthetape
sentencebysentence.Paymoreattentiontotheintonationand
pronunciation.
5.Readthepassage
correctlyandunderlinethestructure.Askforhelpiftheyneed.
6.Listento1athelasttime,followingthetape.
7.Readthepassage
together.
8.Lookatthepictures
carefullyandwrite
downthephrases.
9.Practiceafterthe
example.Handsupifnecessary.
1.Finish1b.Play1a.
Showaquestion“What
wasJanedoingatthis
timeyesterday?
”Write
downthequestionunder
thelastquestion.
2.Showthepictureof1a
againonthescreen,and
askstudentstoguess
“What’sthemeaningof
‘takeashower’according
tothepicture?
”
3.Teachthenewwordsandphrases“takeashower,answer,holdtheline,callsbtodosth”.Writethemdownontheblackboard.
4.Play1asentenceby
sentence.
5.Provide2minutesfor
studentstoreadthe
passageandunderlinethe
structure“was/were+doing”.
6.Play1athelasttime.
7.Roleplay.Girlsplay
Maria,boysplayJane
whileteachercanplay
Jane’smother.
8.Finish1c.Showpicturesof
1ctostudents.Askstudentstowritedownthephrasesfirst.
9.Provide3minutesfor
studentstopractice.
Observeifmoststudentscanmakeupconversationsaftertheexample.
Consolidation
(9minutes)
1.Thewholeclassworkandpairwork
2.Groupwork
3.Thewholeclass
work
4.Thewholeclass
andindividual
work
5.Individualwork
6.Thewhole
classwork
7.Thewhole
classwork
8.Thewhole
classwork
andindividual
work
9.Thewhole
classand
individualwork
1.Eachpairsharestheir
conversation.Others
checktheirconversation.
2.Discussingroupsand
getthekeypoint
“was/were+doing”.
3.Remembertheusage
ofthisstructure.
4.Readandbefamiliar
withthepassage.(Itis
importantforlistening.)
5.Readthepassage
carefully.Trytofind
somekeypointswhich
canhelplistening.
6.Listento2andfillin
theblanksquickly.
7.Checktheanswers
theyfillin,paying
muchattentiontothe
verbformsand
spellings.
8.Checktheanswersand
underlinetheform
“was/were+doing”.Observetheform,trying
tochangethese
statementsintogeneral
questions.
9.Writedownthegeneral
questionsonthe
blackboard.Reviseandstudytogether.
1.Askseveralpairstoshare
theirconversations.
2.Askstudentstodiscussthe
structureingroups.
3.Finish2.
Teacheremphasizesthe
structure.
4.Showpart2tostudents.
(Makestudentsknowthatif
wearefamiliarwiththe
passage,wecangetthe
correctanswerquickly.)
5.Play2.
Teachthestudentsthatwhenwelistenforthefirsttime,weshouldgetthemainideaandtrytorememberthe
answer.Don’twritethe
answerdownquicklybecause
studentscan’twritedownall
theanswersatthefirsttime.
6.Play2.
7.Play2forthethirdtime.
8.Checktheanswerstogether
andaskstudentstounderlinetheform“was/were+doing”.
9.Askstudentstosharetheir
generalquestionsonthe
blackboard.
Practice
(8minutes)
1.Groupwork
2.Thewhole
classwork
3.Groupwork
4.Thewhole
classwork
5.Pairwork
6.Individual
work
7.Pairwork
1.Learnnewwordsin
groups.Guessthe
meaningsaccordingto
thepictures.Fromthe
pictureseverygroupcanknowatleastthisword:
BeijingRoastDuck.
2.Studythemeaningof
eachword.
3.Studentsreadthenew
wordsaccordingtothephoneticsymbols.Groupleaderscanhelpothers.
4.Readtheexampleand
makeaconversation.
5.Studentsreadtheexample
justbychangingsome
parts.
6.Answerthisquestion
accordingtotheirownsituations.
7.Practicethisfunctional
sentenceinthereal
situation.
1.Writedown“chat,news,
museum,roastduck”ontheblackboard.
2.Checktheanswers.Make
surestudentsknowthe
meaningofeachword.
3.Teachthepronunciation
bygivingthephonetic
symbols.
4.Askstudentstoreadthe
exampleof3carefully.
Andmakeupaconversationliketheexample.
5.Invitesomevolunteersto
practice.
6.Makesurealmostallthe
studentscanchangethe
example.Thengivea
question,“Whatwereyou
doingatthistime
yesterday?
”
7.Givestudentsseveral
minutestopractice.
Production
(7minutes)
1.Groupwork
2.Thewhole
classwork
3.Thewhole
classwork
4.Thewhole
classworkand
individualwork
1.Everyonetrieshis/her
besttointerviewmoreclassmates.Theycanreview1a.Thephrasesin1cand3canalsohelpthemalot.
2.Studentsareveryhappy
atthistime,butpartisveryimportantforthemtoimprovetheir
confidence.
3.Group1readthewords
aloudwhileother
groupsspellthemout.
Thenstudentsread
thewordsandphrases
together.
Studentspracticethegrammar.
4.Studentsteach
themselves
SectionBafterclass.
1.Doacompetition.
Makeasurvey.
Whoisthefastest?
Askstudentstointerview
theirclassmatesabout
“Whatwereyoudoingat
thistimeyesterday?
”
Dividetheclassintotwo
parts.Thestudentfrom
part1istheinterviewer,
whilepart2aimsto
answerquestions.
2.Evaluatestudentsand
givethemsmilingfaces.
3.Teachershowsimportant
languagepointsonthe
computerscreenasa
summary.
(1)WordsList:
Students
havetoreadandspellthefollowingwords
correctly.
shower,chat,news,
museum,roastduck,
takeashower,atthistime,chatwithfriends
Focus:
(2)Grammar
was/were+doing
4.Homework
PrepareSectionBafter
class.
Makeaconversationabout“whatwereyoudoinglastSunday?
”like1a.Performitinthenextclass.
TeachingReflection
It’seasyforthestudentstorememberthestructure“was/were+doing”becausetheyknowthepresentcontinuoustense,butit’salittlehardforthemtouseit.Whenstudentswriteapassageoraconversation,theyoftenforget“doing”or“was/were”.TeachersshoulddesignmoreactivitiestopracticethisstructureinSectionB.
Ⅶ.Blackboarddesign
Unit3OurHobbies
Topic3Whatwereyoudoingatthistimeyesterday?
SectionA
Whatareyoudoingnow?
G1G2G3G4
WhatwasJanedoingatthistimeyesterday?
p
Whatwereyoudoingfromseventonineyesterday?
Iwas...Wereyoulisteningtomusic?
chatwithfriends
goskating
visitamuseum
playthepiano
dosomereading
activities
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