《仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 3 Our Hobbies Topic 3 Section C 教案精修版》由會(huì)員分享，可在線閱讀，更多相關(guān)《仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 3 Our Hobbies Topic 3 Section C 教案精修版（7頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。
1、仁愛(ài)版英語(yǔ)精品資料（精修版）
八年級(jí)上冊(cè)教案設(shè)計(jì)
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section C
Ⅰ. Material analysis
本節(jié)課主要活動(dòng)為1a和2。
本節(jié)課從學(xué)生們熟知的童話故事入手，首先呈現(xiàn)4張童話故事的圖片吸引學(xué)生的學(xué)
習(xí)興趣，通過(guò)預(yù)測(cè)、連線等方式將學(xué)生帶進(jìn)課文之中。Section C通過(guò)簡(jiǎn)述學(xué)生熟知的童話故事培養(yǎng)學(xué)生的閱讀能力。通過(guò)本課的學(xué)習(xí)，學(xué)生能夠正確地使用過(guò)去進(jìn)行時(shí)，能明白在閱讀的時(shí)候關(guān)鍵詞、關(guān)鍵句能幫助我們更好的理解
2、、復(fù)述文章。由于本課生詞較多，老師們可以通過(guò)借助圖片、例子、近義詞、反義詞、對(duì)比等方式掃清生詞障礙。如果學(xué)生水平較高，也可以先不解決生詞，培養(yǎng)學(xué)生自己推測(cè)詞義的能力。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根據(jù)音標(biāo)自己拼讀下列生詞：dark, match, voice, hungry, beat, burn, stove, goose,
disappear, flame, dead。
2. 能理解下列單詞的含義并能拼寫(xiě)其中的黑體詞：dark, match, voice, hungry, beat, burn, stove, goose, disa
3、ppear, flame, dead。
3. 能夠正確使用過(guò)去進(jìn)行時(shí)。
4. 能用過(guò)去進(jìn)行時(shí)講述發(fā)生在過(guò)去的事情并能給出自己的看法。
Skill aims：
1. 能聽(tīng)懂本課文本材料、過(guò)去進(jìn)行時(shí)的表達(dá)以及跟課文水平相當(dāng)?shù)墓适隆?
2. 能將文章中的故事講給他人聽(tīng)且能簡(jiǎn)單地評(píng)價(jià)故事。
3. 能讀懂生詞不超過(guò)5%的童話故事，以及相應(yīng)的文章。
4. 能正確模仿本課課文，編寫(xiě)一個(gè)簡(jiǎn)單的小故事。
Emotional aims：
能通過(guò)課文的學(xué)習(xí)，體會(huì)童話故事帶給我們的快樂(lè)。能回家和家人分享故事，通過(guò)主人
公的故事，感受生活的美好，珍惜現(xiàn)在的生活，努力學(xué)習(xí)。
Ⅲ.
4、The key points and difficult points
Key points：
1. 復(fù)習(xí)was/were+doing 的形式。
2. 學(xué)習(xí)過(guò)去進(jìn)行時(shí)和一般過(guò)去時(shí)的綜合使用。
Difficult points：
過(guò)去進(jìn)行時(shí)和一般過(guò)去時(shí)的綜合使用。
Ⅳ. Learning strategies
1. 在復(fù)述文章的時(shí)候?qū)W會(huì)記要點(diǎn)，一般動(dòng)詞或短語(yǔ)會(huì)帶來(lái)更多的提示。
2. 課前推測(cè)生詞的意思，然后通過(guò)查字典的方式，檢測(cè)自己的推測(cè)，從而鍛煉自己推測(cè)生詞的能力。
Ⅴ. Teaching aids
Computer multimedia p
5、rojector, covers of fairy stories
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
(6 minutes)
1. The whole class work and group work
2. Individual work and group work
3. The whole
class work
4. The whole
class work
6、5. The whole
class work
1. Students perform their
conversations. Review was/were+doing and
the expressions of
agreement and
disagreement.
2. Students look at the
funny pictures, and get
the meaning of “wake up” according to the picture and the word “sleep”. Know “happily” accor
7、ding to “happy”.
3. Fill in the blanks with the correct forms of the key words.
4. Check the answers.
Pay attention to the
form.
5. Put the four statements
together, and then
make it a short story.
1. Check the homework.
Invite students to perform their conversations.
(Observe which
8、 group talks about Tom and Jerry.)
2. Ask students to look at
the pictures of 2 on page 76 and guess the meaning of the phrase “wake up” and the word “happily”.
3. Show pictures in part 2
one by one.
4. Check the answers and
remind students “Don’t
forget the ‘be’”.
5. Encourage stu
9、dents to make a short story according to the 4 pictures.
Presentation
(10 minutes)
1. The whole
class work
and group work
2. Individual
work and the whole class
work
3. The whole
class work and group work
4. Individual work
5. Individual work
10、
5. Individual work
1. Students discuss in
groups. The titles on
page 75 can help them a lot.
2. Choose a picture. And
try to tell us a story
about the picture. They
can express their
meaning well with the
help of gestures,
tongue and demonstration.
3. Organize words a
11、nd
discuss in groups. Try
to tell the story in English. Use the word “match” in the story.
4. Read the passage quickly. Try to fill in some
blanks in 1b.
5. Read the passage
carefully. Students can find that they can fill
in the blanks even there are many new words.
5. Reme
12、mber the reading
strategies.
1. Finish 1a.
Show the covers of the four fairy stories in 1a on the screen together. Give a question “Can you guess the stories according to the pictures?”
2. Encourage students to
choose one picture from
the four. Ask students to
tell the story about the
13、picture.
3. Show a picture about the little match girl. Invite students to tell us the stroy. If there are too many new words students can’t express, they can use Chinese. At the same time, teach the word
“match” by showing the picture.
4. Ask students to read the
story quickly. Get the
14、
main idea about the passage. Show 1b to students.
5. Provide students 2 minutes
to read the passage carefully. And finish 1b.
5. Tell the students “When
we are reading, we needn’t translate every word into
Chinese. Get the main
idea and find out the
place where may find the
correc
15、t answer.”
Consolidation
(10 minutes)
1. The whole class
work and
individual work
2. The whole class work
3. Individual work
4. Individual work
5. Group work
and the whole class work
6. The whole class work and
group work
1. Students check the
16、
answers together.
2. Students can find that on the left part of the table there are “time, place, weather, what the little girl did.”
3. Students look at the
table and find there are too many new words in it.
4. Underline some sentences.
5. Students can get the
meanings of some
no
17、uns according to
some pictures. Study
the verbs in the
sentences. Students
can master some
adjectives like cold,
hungry according to
their antonym.
6. Read the new words in groups. Group leader can check and help their group members. (Group leader speaks the Chinese meaning,
and gr
18、oup members
translate it into English and try to spell the
word according to the
pronunciation.
1. Invite students to share their
answers.
2. Show the table in 1b on the
screen. Ask students to
observe the table carefully.
3. Teach students, “ When we
tell a story or describ
19、e
something, we should
consider the order .”
4. Ask students to underline the sentences which can help them fill in the table in 1b.
5. Teach the new words in the sentences. Teach nouns such as match, stove, goose and geese by showing a picture below the words. Teach the verbs like sell, beat,
20、 burn and disappear by showing flash. After the flash there should be an example.
6. Provide students 2 minutes to read and remember the new words.
Practice
(10 minutes)
1. The whole
class work and
pair work
2. Group work
and individual work
3. Individual work
4. I
21、ndividual work
5. Pair work
and individual
work
1. Read paragraph 1. Try to write down some
important phrases or
words under picture 1.
Students had better
write down some
verbs and nouns. Pay
attention to the time
and place.
2. Try to retell the paragraph 1. If studen
22、ts can’t, they can adjust some words to write.
3. Students read the passage paragraph by paragraph and write down the
key words.
4. Volunteers retell the
story picture by picture.
5. Rewrite the passage
according to the key words. Pay attention to the tense and some
other grammar
23、mistakes. Sequence is also important when we tell a story.
1. Finish 1c.
Show the pictures in 1c one
by one. Provide students 1 minute to read paragraph 1 and write down the key
phrases under picture 1.
2. Ask students to retell
paragraph 1 according to
the key words.
3. Show pic
24、ture 2, 3... to
students one by one.
4. Provide students 2 minutes.
Invite students to retell the story. In order to make the task easier, each student retells a picture.
5. Ask students to put the
pictures together and rewrite the passage.
Production
(8 minutes)
1. Individual
wor
25、k and the whole class
work
2. The whole
class work
3. The whole
class work and individual
work
4. The whole
class work and
individual
work
1. Volunteers come to the
platform to tell the
story. Remembering
the five pictures in 1c c
26、an help them a lot.
2. Students feel very happy.
3. Finish these exercises.
A:What _ you _ at this time yesterday?
B:I_ _the story The
Little Match Girl. I
think the story is
interesting.
A:____________. And I like it, too.
B:Oh, really? Do you think the girl is very poor?
B:_
27、___________. And I don’t like her father.
A:You are quite right. Her father would _
her, because she _ _ any __. So she _ _ _ go home.
B:Yes, so we should study _ because we are very lucky.
4. Students finish these
homework after class.
Review Sections A-C to prepare for Section D.
1. Play
28、 a game.
Who’s the “Story King”?
Invite volunteers to retell the story. Who can retell it without looking at the notes is the “Story King”.
Of course, the gestures
and tongue are also
important.
2. Give the student who did
thebest a certification.
3. Teacher summarizes what the students
29、learned
today: The Little Match Girl, past continuous, some new words. Teacher shows some exercise to them.
4. Homework.
The homework includes
two parts. Ask students to:
(1) Tell a story to your
parents or good friends.
(2) Review Sections A-C
to prepare
30、 for Section D.
Teaching Reflection
Students like story a lot. This kind of topic can attract students’ attention very easily. It is necessary for students to study how to tell a story because they can use them in daily life. This passage is not easy for students, because there are too many ne
31、w words. Luckily, many students know the story, and the background knowledge can help students understand the passage.
Ⅶ. Blackboard design
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section C
snowy, dark on a new year’s Eve
32、 G1 G2 G3 G4
Time
wind strongly
snow
was falling
Weather
Place
The Little Match Girl
in the street with no shoes
What the little girl did
was selling matches
didn’t sell, felt cold and hungry,
lighted matches, saw a stove...
was lying, was dead
仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 3 Our Hobbies Topic 3 Section C 教案精修版
