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

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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