【文档说明】Unit 3 Topic 3《what were you doing at these times yesterday》（SectionA）教案-八年级上册英语【仁爱版】.doc，共(9)页，51.500 KB，由小喜鸽上传

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（最新版）Unit3Topic3SectionA参考教案Ⅰ.MaterialanalysisSectionA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正在进行时，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.TeachingaimsKnowledgeaims：1.能够根据音标正确拼读answer,shower,serve,news,mus

eum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.ThekeypointsanddifficultpointsKeypoints：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,listentothenewsDifficultpoints：学习有关活动的短语如，chatonline,visitamuseum,listento

thenews并能够将这些短语正确应用于过去进行时之中。Ⅳ.Learningstrategies1.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.TeachingaidsComp

utermultimediaprojector,ticketsofconcert,somecardsoffamousstarsⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeachera

ctivity1.Thewholeclassworkandindividualwork2.Thewholeclasswork1.Volunteerscometotheplatformtoshowtheirposter

,andotherslistentothemcarefully.Andthenfindoutthemistakes.2.Studentsanswer,“Theyaregivingareport.”1.Checkstudents‟homework.Inviteonegrouptoshowt

heirposterandpresentitontheplatform.2.Givethegroupasmilingface.Thenaskstudents“Whataretheydoingnow?”Introduction(4minutes）3.Thew

holeclasswork4.Thewholeclasswork3.Studentsanswer“WearehavinganEnglishclass.”4.Studentslookatthepictureandpredicttheanswerofthequestionwithpresentc

ontinuoustense.3.“Whatareyoudoingnow?”(reviewpresentcontinuoustense)4.Askstudentstolookatthepictureandanswer“WhatareMariaandJanedoing?”Writedo

wnthequestionontheblackboard.Presentation(15minutes)1.Thewholeclasswork2.Individualwork3.Thewholeclasswo

rk4.Thewholeclasswork5.Thewholeclassworkandindividualwork6.Thewholeclasswork7.Thewholeclasswork8.Indiv

idualwork9.Thewholeclassworkandgroupwork1.Studentscangettheinformation“Oh,Iwastakingashower.”SostudentscangetthecorrectanswerB.2.Lookingatthepi

cture,studentscanseeacircledpicture.Theycangetthemeaningwiththehelpofteacher‟sguidance.3.Readthenewwords

andphrasesaftertheteacher.Studythenewphrases.4.Readafterthetapesentencebysentence.Paymoreattentiontot

heintonationandpronunciation.5.Readthepassagecorrectlyandunderlinethestructure.Askforhelpiftheyneed.6.Listento1athelasttime,followingthetape.7.Readt

hepassagetogether.8.Lookatthepicturescarefullyandwritedownthephrases.9.Practiceaftertheexample.Handsupifneces

sary.1.Finish1b.Play1a.Showaquestion“WhatwasJanedoingatthistimeyesterday?”Writedownthequestionunderthelastquestion.2.Showthepictureof1aagain

onthescreen,andaskstudentstoguess“What‟sthemeaningof„takeashower‟accordingtothepicture?”3.Teachthenewwordsandphrases

“takeashower,answer,holdtheline,callsbtodosth”.Writethemdownontheblackboard.4.Play1asentencebysentence.5.Provide2minutesfo

rstudentstoreadthepassageandunderlinethestructure“was/were+doing”.6.Play1athelasttime.7.Roleplay.GirlsplayMaria,boysplayJanewhileteachercanplayJane‟

smother.8.Finish1c.Showpicturesof1ctostudents.Askstudentstowritedownthephrasesfirst.9.Provide3minutesfor

studentstopractice.Observeifmoststudentscanmakeupconversationsaftertheexample.Consolidation(9minutes)1.Thewholeclassworkandpairwork2.Groupw

ork3.Thewholeclasswork4.Thewholeclassandindividualwork5.Individualwork6.Thewholeclasswork7.Thewholeclasswork8.

Thewholeclassworkandindividualwork9.Thewholeclassandindividualwork1.Eachpairsharestheirconversation.

Otherschecktheirconversation.2.Discussingroupsandgetthekeypoint“was/were+doing”.3.Remembertheusageofthisstructure.4.Readandbefamiliarwit

hthepassage.(Itisimportantforlistening.)5.Readthepassagecarefully.Trytofindsomekeypointswhichcanhelplistening.6.Listento2a

ndfillintheblanksquickly.7.Checktheanswerstheyfillin,payingmuchattentiontotheverbformsandspellings.8.Checktheanswersandunder

linetheform“was/were+doing”.Observetheform,tryingtochangethesestatementsintogeneralquestions.9.Writedown

thegeneralquestionsontheblackboard.Reviseandstudytogether.1.Askseveralpairstosharetheirconversations.2.Askstudentstodiscussthestruc

tureingroups.3.Finish2.Teacheremphasizesthestructure.4.Showpart2tostudents.(Makestudentsknowthatifwearefamiliarwitht

hepassage,wecangetthecorrectanswerquickly.)5.Play2.Teachthestudentsthatwhenwelistenforthefirsttime,weshouldgett

hemainideaandtrytoremembertheanswer.Don‟twritetheanswerdownquicklybecausestudentscan‟twritedownalltheanswers

atthefirsttime.6.Play2.7.Play2forthethirdtime.8.Checktheanswerstogetherandaskstudentstounderlinetheform“was/we

re+doing”.8.AskstudentstosharetheirgeneralquestionsonthePractice(8minutes)1.Groupwork2.Thewholeclasswor

k3.Groupwork4.Thewholeclasswork5.Pairwork6.Individualwork7.Pairwork1.Learnnewwordsingroups.Guessthemeaningsaccordingtothepictures.Fromthepicturesev

erygroupcanknowatleastthisword:BeijingRoastDuck.2.Studythemeaningofeachword.3.Studentsreadthenewwordsaccordingtothephoneticsymbols.Group

leaderscanhelpothers.4.Readtheexampleandmakeaconversation.5.Studentsreadtheexamplejustbychangingsomeparts.6.

Answerthisquestionaccordingtotheirownsituation.7.Practicethisfunctionalsentenceintherealsituation.1.Writedown“cha

t,news,museum,roastduck”ontheblackboard.2.Checktheanswers.Makesurestudentsknowthemeaningofeachword.3.Teachthepronunciationbyg

ivingthephoneticsymbols.4.Askstudentstoreadtheexampleof3carefully.Andmakeupaconversationliketheexample.5.Invitesomevolunteerstopractice

.6.Makesurealmostallthestudentscanchangetheexample.Thengiveaquestion,“Whatwereyoudoingatthistimeyesterday?”7.Give

studentsseveralminutestopractice.Production(7minutes)1.Groupwork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclassworkandindividua

lwork1.Everyonetrieshis/herbesttointerviewmoreclassmates.Theycanreview1a.Thephrasesin1cand3canalsohelpthemalot.2.Studentsarev

eryhappyatthistime,butpartisveryimportantforthemtoimprovetheirconfidence.3.Group1readthewordsaloudwhileothergroupsspellthemout.Thenst

udentsreadthewordsandphrasestogether.Studentspracticethegrammar.4.StudentsteachthemselvesSectionBafterc

lass.1.Doacompetition.Makeasurvey.Whoisthefastest?Askstudentstointerviewtheirclassmatesabout“Whatwereyoudoingatthistimeyesterday

?”Dividetheclassintotwoparts.Thestudentfrompart1istheinterviewer,whilepart2aimstoanswerquestions.2.Evaluatestudentsandg

ivethemsmilingfaces.3.Teachershowsimportantlanguagepointsonthecomputerscreenasasummary.(1)WordsList:Studentshavetoreadandspellthefollowingwordscorrec

tly.Focus：(2)Grammar4.HomeworkPrepareSectionBafterclass.Makeaconversationabout“whatwereyoudoinglastSunday?”like1a.Perf

ormitinthenextclass.shower,chat,news,museum,roastduck,takeashower,atthistime,chatwithfriendswas/were+doingTeachingReflectionIt‟seasyforthest

udentstorememberthestructure“was/were+doing”becausetheyknowthepresentcontinuoustense,butit‟salittlehardforthemtouseit.Whenstudentsw

riteapassageoraconversation,theyoftenforget“doing”or“was/were”.Teachersshoulddesignmoreactivitiestopractice

thisstructureinSectionB.Ⅶ.BlackboarddesignUnit3OurHobbiesTopic3Whatwereyoudoingatthistimeyesterday?SectionAWhatareyoudoingnow?G1G2G3

G4WhatwasJanedoingatthistimeyesterday?pWhatwereyoudoingfromseventonineyesterday?Iwas...Wereyoulisteningto

music?activitiesvisitamuseumgoskatingdosomereadingplaythepianochatwithfriends