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1、仁愛版英語精品資料（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 B
Ⅰ. Material analysis
Section B的主要教學(xué)活動(dòng)為1a和2a。
本節(jié)課主要通過Jane和Michael之間的對(duì)話配合相應(yīng)的圖片，引出過去進(jìn)行時(shí)和表達(dá)同意、不同意的句子。Section B的內(nèi)容是對(duì)Section A的延伸，談?wù)摰膬?nèi)容也從上個(gè)話題主要談?wù)撨^去某個(gè)時(shí)間在做什么，擴(kuò)展到通過學(xué)生們熟悉的電影引出表示同意或者不同意的句子。談?wù)撾娪啊㈦娨晞?/p>
2、的話題是學(xué)生們最感興趣的話題之一。但是要學(xué)會(huì)正確使用不同的方式來表達(dá)自己的觀點(diǎn)還是有一定的難度，所以在設(shè)計(jì)這堂課的時(shí)候，老師應(yīng)該緊抓學(xué)生的興趣點(diǎn)，通過采訪、問答、編對(duì)話、視頻、聲音等不同形式練習(xí)表達(dá)情感的句型。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根據(jù)音標(biāo)，正確朗讀出單詞表中的單詞：agree, so-so, pleasant, brave, useful。
2. 能在老師的引導(dǎo)下，不斷體會(huì)易混音的發(fā)音差異/l/，/n/，/Y /。讀出重音、弱讀、 連讀和不完全爆破，并了解到不同的讀法可以表達(dá)不同的意思。
3. 能正確拼讀并運(yùn)用
3、單詞表中的單詞, 如：agree, so-so, pleasant, brave, useful。
4. 能正確使用過去進(jìn)行時(shí), was/were +doing以agree, disagree的用法。
5. 能夠用was/were 談?wù)撨^去某個(gè)時(shí)段正在發(fā)生的事情，能夠用不同的方式表示同意或不同意。
Skill aims：
1. 能聽懂就過去某個(gè)時(shí)段正在發(fā)生的事情的闡述以及他人對(duì)某個(gè)觀點(diǎn)的態(tài)度。
2. 能正確地表達(dá)過去某個(gè)時(shí)段自己或朋友在做什么，以及正確地表達(dá)
4、自己的觀點(diǎn)。
3. 能正確朗讀課本的文本材料，能模仿錄音讀清楚重音、弱讀及連讀和不完全爆破。
4. 能用書面形式闡述自己過去某個(gè)時(shí)段所做的事情，并能夠書面表達(dá)自己的觀點(diǎn)。
Emotional aims：
通過Harry Potter 的電影，學(xué)生能夠積極主動(dòng)地選擇一些英文讀物或者影視節(jié)目，養(yǎng)成從生活中學(xué)習(xí)英語的習(xí)慣。
Ⅲ. The key points and difficult points
Key points：
1. 繼續(xù)學(xué)習(xí)was/were+doing的結(jié)構(gòu)。
2. 能夠用I agree with you. Just so-so.等表達(dá)自己的觀點(diǎn)
5、。
3. 復(fù)習(xí)/l/，/n/，/Y / 之間的發(fā)音區(qū)別。
Difficult points：
1. 能夠用不同的方式表達(dá)自己的觀點(diǎn)。
2. 能夠準(zhǔn)確地使用was/were+doing。
3. 能分清易混音的發(fā)音差異/l/，/n/，/Y/，并能夠正確地讀出含有這些音的單詞。
Ⅳ. Learning strategies
1. 在記憶單詞的時(shí)候，將單詞歸類整理會(huì)大大提高記憶速度如: agree, so-so都是用于
表達(dá)自己的觀點(diǎn)的，pleasant, brave 都屬于褒義詞，可以用于正面地修飾某個(gè)人或物。
2. 課后看看英文電影可以提高詞匯量，還能培
6、養(yǎng)語感。
Ⅴ. Teaching aids
Computer multimedia projector, famous star photos
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
(5 minuets)
1. The whole
class work
2. The whole
class work and pair work
3. The whole
class work
7、
4. Individual work
5. The whole
class work
6. The whole
class work
1. Focus their attention
on the teacher.
2. Some pairs come to
the platform to perform their conversations.
Others correct their
mistakes.
3. Of course, students
can answer it’s about “Harry Potter”.
8、
4. Listen to the tape.
Students can hear “I was watching a Harry Potter movie”.
5. Enjoy the movie to
feel the pronunciation.
6. Students listen to 1a
again and underline some difficult sentences.
1. Greet students ready for
learning.
2. Check students’ homework. Ask students to
9、 perform the conversations about “What were you doing last
Sunday?”.
3. Ask students to look at the picture and predict “What is the conversation talking about?”.
4. Ask students to listen to 1a and check whether it’s
about Harry Potter.
5. The answer is “Yes”. Show a short fragment of
10、“Harry Potter” to praise them.
6. Play 1a.
Presentation
(15 minutes)
1. The whole
class work and group work
2. The whole
class work and individual work
3. The whole class work and
individual work
4. Individual work
5. The whole class work
6. Group work
and in
11、dividual work
7. Group work
and individual work
1. Write down “agree,
so-so, pleasant, brave, useful. Wasn’t it
interesting? No, I
don’t think so.”
Students should write
down the phonetic
symbols under each
new word.
2. A student stands up and reads the new words, while others
12、 should
listen and find out the mistakes together.
3. Read and remember
these new words.
4. Listen to 1a carefully and finish 1b. Check the answers.
5. Read 1a sentence by
sentence after the tape. Pay attention to the
pronunciation and
intonation.
6. Read 1a in groups.
Group lead
13、er checks whether all the students can read the passage.
7. Make a conversation
like 1a. The calligraphy is on the screen.
Students just need to fill in some words and phrases in it.
1. Encourage students to
write the new words and the sentences they can’t understand on the
blackboard.
14、
2. Ask a volunteer to read
and try to translate the
new words.
3. Praise students and emphasize some points that students didn’t do well.
4. Finish 1b.
Play 1a.
5. Play 1a sentence by sentence.
6. Give students 2 minutes to
read 1a by themselves.
7. Give st
15、udents 2 minutes to
make a conversation like
1a. Show a calligraphy to
make the conversation
simple. (Take the part of
expressing agreement and
disagreement away.)
Consolidation
(10 minutes)
1. The whole
class work and group work
2. The whole
class work
3. Individual w
16、ork
4. The whole
class work and individual work
5. Individual
work
6. Group work
7. Group work
and individual work
1. Two students perform,
others listen to them and check the answers.
2. Students can see “I
don’t agree. No, I don’t think so. I thought it
17、was just so-so. I agree with you. You are quite right.” on the screen.
3. Fill in the blanks. Pay attention to the spelling. And feel the function of expressions.
4. Students show their
opinions of the
statements on the screen. Practice “I agree with… I don’t agree with... Just so-so”.
5. S
18、tudents read 2b
carefully. Try to
express their opinions in different ways.
6. Students choose one
picture from the three. The group which can express their opinions with more ways is the winner.
7. Perform their dialogue,
using more sentences to express agreement and disagreement.
1. Inv
19、ite volunteers to
perform the conversation.
2. Teacher hides the
calligraphy. Leave the
answers that the students filled just now. In fact, the answers are the expressions to show agreement and
disagreement.
3. Show 2a to students.
Encourage students to fill in the blanks according to
20、their memories.
4. Show some statement to
students: I think Harry
Potter is brave. I think the
background music of
Harry Potter is very
beautiful...
5. Finish 2b.
Show the first picture in 2b.
6. Show the other three
pictures to students. Make a competition.
7. Evaluate st
21、udents and give
them smiling faces
according to their
performance.
Practice
(8 minutes)
1. The whole
class work and individual work
2. Group work
and individual work
3. The whole
class work
4. Individual work
5. Group work
and individual
work
6.
22、Group work
and individual
work
1. Students read the words
individually, asking for
help when necessary.
2. Observe the rules. And
hands up to speak out
the rules they summed.
Students can find “l(fā)”-/l/,
“n”- /n/, most “ng”-/Y/.
3. Read 3a and 3b loudly
after the ta
23、pe. Try to add more words according to the rules.
4. Student volunteers to read
the words and phrases, especially the group
leaders.
5. Students try to understand what the teacher says, if they are not able to
follow, try to read more times.
6. Pay attention to the
pronunciation of
24、each
word and sentence.
Remember to stand up quickly if you know the answer.
1. Let students observe the
words and sentences in 3a and 3b carefully and try to read them correctly. Teacher offers 2 or 3 minutes for the students to pronounce all the words and sentences.
2. Ask volunteers to
25、sum up the rules. Tell students your idea and emphasize the
pronunciation. Ask students
to consider the following
aspects: tongue, teeth, mouth...
3. Play 3a and 3b.
Emphasize the rules.
4. Teacher needs several
volunteers to read all the words and sentences bravely.
5. Teacher ana
26、lyzes the
structures of the words in a short moment and
emphasizes “stress, liaison,
weak form and incomplete
plosion” are important to
help your listening ability.
6. A PK game.
Look at the screen very
carefully. It will show the
words. If you see the
word, stand up quickly
an
27、d speak it out quickly.
Then you can get a score.
Production
(7 minutes)
1. The whole
class work and group work
2. The whole
class work
3. Individual
work
4. Individual
work
1. Students can choose
any one from them to make a dialogue li
28、ke 1a. At the same time, students should pay
attention to their
pronunciation. Try to
pronounce assimilation,
stress, liaison, weak
form and incomplete
plosion well.
2. Students try to read all
the words correctly,
knowing their meanings. They have to memorize their spelling after
29、
class. Try to recite the passage.
3. Students finish the home
work after class.
4. Students preview Section
C after class.
1. Show 3 pictures about
different films such as The Little Match Girl, Snow White and so on.
2. Teacher summarizes :
30、 Write down the new words
and functional sentences on the blackboard:
agree, so-so, pleasant,
brave, useful
I agree with you.
Yes, I think so.
You are quite right.
I don’t think so.
I don’t agree.
3. Teacher assigns homework.
They should finish 2 tasks:
(1) Show the three pictures
31、
of Tom and Jerry, Titanic, Harry potter.Ask students to make the dialogues.
(2) Write the dialogue down.
4. Prepare for the learning of Section C.
Teaching Reflection
This topic is related to students’ life. Teachers can prepare more information about Harry Potter and some other films. Usually
32、 create more real situations, for example, teacher shows some statements about students’ real life is better.
Ⅶ. Blackboard design
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section B
Agreement
Just so-so.
Disagreement
I agree with you.
I don’t agree.
Yes, I think so.
No, I don’t think so.
You are quite right.
What were you doing at this time yesterday?
I was watching a ... movie.
It was wonderful.
G1 G2 G3 G4
仁愛版八年級(jí)英語上冊(cè)：Unit 3 Our Hobbies Topic 3 Section B 教案精修版
