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1、仁愛版英語精品資料（精修版）
八年級上冊教案設計
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section D
Ⅰ. Material analysis
該部分是本話題的最后一節(jié)課。本部分主要通過Grammar、Functions的小結來鞏固本話題的語法重點was/were+doing以及本話題重點功能句，可以正確地表達同意或者不同意。通過本節(jié)課的復習和總結檢測學生的學習情況，及時鞏固加深記憶。在總結和復習的時候應該特別強調過去進行時的結構，很多學生在實際應用該結構的時候
2、容易忘記be動詞的形式或者后面的doing。本節(jié)課還通過短文的形式給學生介紹了周末的來歷，要求學生以閱讀的形式了解周末的起源。復習課沒有太多的新知識，容易讓學生感到乏味，要求教師設計不同的課堂活動來激活課堂。
Ⅱ. Teaching aims
Knowledge aims：
1. 復習和總結本話題重點詞匯的讀音如：answer, shower, serve, news, museum, duck等。
2. 復習和總結本話題的黑體詞，并能正確地書寫下列單詞及短語answer, shower, serve,
news, museum, duck，agree, brave,
3、useful, match, dark, voice, sell, hungry, beat, burn, agree with sb., take a shower。
3. 復習was/were +doing , 正確表達同意或者不同意。
4. 能夠正確使用was/were+doing，并能在實際生活中熟練地用英語表達同意或者不同意。
5. 學習周末的歷史。
Skill aims：
1. 能聽懂就過去某個時段發(fā)生的事情的具體描述，并能聽懂他人就某個觀點表達同意或者不同意。
2. 能夠將本單元所學內容和以前所學知識相結合，能描繪自己過去某一天所做的具體
事情，能用英文表達自己的看
4、法。
3. 能夠讀懂跟課文水平相當?shù)奈恼拢軌蜃x懂介紹某人一天活動的文章。
4. 根據(jù)所學內容寫出簡單的故事，能用書面形式介紹自己某一天的活動。
Emotional aims：
1. 培養(yǎng)學生了解外國文化的興趣，能有意識地欣賞外國的小說及影片，感受地道的英語。
2. 培養(yǎng)學生積極參加小組活動，有集體榮譽感。
Ⅲ. The key points and difficult points
key points：
1. 鞏固was/were+doing及表達贊成或反對的功能句子的用法。
2. 復習Sections A-C中的重點短語和句型：
voice,
5、 sell, hungry, beat, burn, agree with sb., take a shower等.
Difficult points：
準確地使用was/were+doing
Ⅳ. Learning strategies
1. 課前查找有關星期天的歷史，可以為我們的學習打下基礎。
2. 在學習生詞的時候將詞與相應的事物相聯(lián)系可以幫助我們有效的學習單詞。
Ⅴ. Teaching aids
Computer multimedia projector
Ⅵ. Teaching procedures
Step
Interaction pa
6、ttern
Student activity
Teacher activity
Introduction
(5 minutes)
1. The whole
class work
2. Individual work
3. Group work
4. Group work
1. Focus their attention
on the teacher.
2. One student tells a story on the platform. In order to make the story mo
7、re active, he/she may add some voice and gestures. Other students enjoy it.
3. One group discusses
in groups, and writes down some statements to evaluate the story and students’
performance. The other group reviews the
sentences which can
express agreement and
disagreement.
8、
4. Make a short dialogue.
1. Greet students ready for
learning.
2. Invite students to tell a
short story.
3. Divide students into two groups. One group evaluates the story and the students’ performance. The other
group shows their
expressions.
9、4. Organize students to
practice.
Presentation
(13 minutes)
1. The whole
class work
2. Group work
3. Group work
and the whole class work
4. The whole
class work
5. The whole
class work
6. Individual work
1. Read through Sect
10、ions A-C. Write down some sentences on the paper.
They may write down
some words, phrases
or some sentences.
Everything is OK, such
as the answer: take a
shower, agree with sb.,
serve news...
2. Put the six notebooks together, and number all the words, phrases or sentences.
3. Each g
11、roup choose one student to write down their notes. Other
students can add more words.
4. Look at the blackboard and erase the same part.
5. Read and remember
all the key points and make sure they can master them.
6. Students should fill in the blanks without looking
12、them up in the textbook.
1. Give students 3 minutes
to read through Sections
A-C. Ask them to underline
or write down the key
points they think.
2. Provide 1 minute for
students to classify their notes.
3. Make a competition.
Which group can sum
more words, phrases, and
13、
sentences? Divide students
into three parts. One part
writes down the new
words, and another part
writes down the new
sentences. The last part
aims to write down the
phrases. There are three
groups in each part.
4. Choose the best three
groups. One group do
best in new words.
14、One group do best in phrases. The last group is the best in sentences.
5. Ask students to look at the blackboard and check
whether they can remember all of these points on the
blackboard.
6. Show “Grammar and
Functions” to students,
and check the answers.
Consolidation
(8 minutes)
15、1. The whole
class work
2. Group work
and individual work
3. Individual work and the whole class work
4. Individual
work
5. Group work
and individual work.
6. The whole
class work and group work
7. The whole
class work
1. Look at the picture
and
16、 express their
attitudes. Students can
use “I agree with
you.” “I think it is just
so-so.”
2. Students may don’t
know the answers
according to the title
and the picture. So
they will read the
passage to get the
answers.
3. One student answers
the question. All the
students
17、read and
study new words.
4. Students read the answers and get the meanings.
5. Students read 1 and put A, B, C, D in the right places. Underline the new words and difficult sentences.
6. Check the answers.
And ask teacher about the new words and
difficult sentences.
7. Students ge
18、t the correct
spelling and
pronunciation.
1. Show the picture on page
78 to students. Express “I
think the church is
beautiful”.
2. Show the title A Short
History of the Weekend
under the picture. Ask
students to guess, “Why
the editor put the picture
here?” This part can
19、
arouse students’ interests.
3. Invite one student to answer
this question, and teach
the words “holy” and
“pray” here.
4. Show the table in 1 to
students. Ask students to
read the answers and
understand their meanings.
Write “close”---“closed”
on the blackboard.
5. Ask students t
20、o read 1 and
complete it with the
correct expressions.
6. Invite students to share
their answers to the whole class.
7. Teach the new words
“however, solve, factory”
and the phrase “stop doing
sth.” Teach “however” by
giving the word “but”.
Teach the word “solve”
according
21、to explanation.
Practice
(10 minutes)
1. Individual work
2. Individual work
3. Group work
4. Group work
5. Group work
6.Group work
1. Answer questions. They may use the sentences
in part 1.
2. Think about the activities they did la
22、st Sunday.
3. Look at the screen and
talk about their last
Sunday in groups .
4. Students should add their feelings to evaluate their last Sunday.
5. Students talk about these questions in groups. Their answers should like this:
I was...from 7-9. I feel
very happy. From...I
23、
was...with my good
friend. I feel excited.
6. Show their dialogues with their partners on their
platform. Confidence is
very important.
1. Show two questions to
students, “Do you like the two-day weekend? Why?”
2. Show questions to students,
“Did you have a good time last
24、Sunday? What did you do at different times?”
Remind students: We
should talk about things in order.
3. Show some words about
indoor and outdoor activities to help students talk.
4. Show some words which
can express feelings to
students.
5. Ask students to make a
dialogue with their
25、 partners. Teacher can help students by giving the questions：
What do you often do on
Sunday?
What were you doing from 7-9 last Sunday?
How do you feel?
What were you doing
from...?
Who was doing ... with you?
6. Invite some volunteers to
make dialogues.
Production
(9 minutes)
1. Grou
26、p work
and individual
work
2. The whole
class work
and group
work
3. The whole
class work
4. Individual
work
1. Students finish the
writing work very
quickly, thinking
about the activities
they did last Sunday.
They can write about
their own or their
p
27、artners’ last Sunday.
2. Students change their
writing works. Read
or find out the mistakes of spelling or grammar.
3. Students check whether
the mistakes are in
their own exercise
books. Remember not to make the same
mistake again.
4. Choose a writing work
from (1) or (2) and
re
28、view Section A after class.
1. Finish Project.
Provide students with 3 minutes. Ask them to
write down a passage
according to the dialogue they did just now quickly.
2. Ask students to change
their writing works.
3. Summarize the mistakes and write them down on
29、the blackboard.
4. Homework
(1) Assign the students to write a passage about last Monday.
(2) Write a passage about their parents’ last Sunday. Cultivate students to care about their parents.
(Students can choose one from(1)or (2))
(3) Assign the students to review Section A of the next
30、topic to prepare for the next class.
Teaching Reflection
After reviewing, almost all students can master the structure was/were +doing. When they write a passage, there are still some mistakes. Some students forget “was/were”, and some student use “do” directly. How careless! To solve this pro
31、blem, I think practice can make students clearer.
Ⅶ. Blackboard design
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section D
Students’ reviewing
G1 G2 G3 G4
Grammar:
Was/were+doing
Functions:
I agree with you.
I think so.
You are quite right.
I thought it was just so-so.
I don’t agree.
I don’t think so.
仁愛版八年級英語上冊：Unit 3 Our Hobbies Topic 3 Section D 教案精修版
