【文档说明】Unit 3 Topic 3《what were you doing at these times yesterday》（SectionC）教案-八年级上册英语【仁爱版】.doc，共(9)页，52.000 KB，由小喜鸽上传

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（最新版）Unit3Topic3SectionC参考教案Ⅰ.Materialanalysis本节课主要活动为1a和2。本节课从学生们熟知的童话故事入手，首先呈现4张童话故事的图片吸引学生的学习兴趣，通过预测、连线等方式将学生带进课文之中。SectionC通过简述学生熟知的童话故

事培养学生的阅读能力。通过本课的学习，学生能够正确地使用过去进行时，能明白在阅读的时候关键词、关键句能帮助我们更好的理解、复述文章。由于本课生词较多，老师们可以通过借助图片、例子、近义词、反义词、对比等

方式扫清生词障碍。如果学生水平较高，也可以先不解决生词，培养学生自己推测词义的能力。Ⅱ.TeachingaimsKnowledgeaims：1.能根据音标自己拼读下列生词：dark,match,voice,hungry,beat,burn,stove,goose,di

sappear,flame,dead。2.能理解下列单词的含义并能拼写其中的黑体词：dark,match,voice,hungry,beat,burn,stove,goose,disappear,flame,dead。3.能够正确使用过去进行时。4.能用过去进行时讲述发生在

过去的事情并能给出自己的看法。Skillaims：1.能听懂本课文本材料、过去进行时的表达以及跟课文水平相当的故事。2.能将文章中的故事讲给他人听且能简单地评价故事。3.能读懂生词不超过5%的童话故事，以及相应的文章。4.能正确模仿本课课文，编写一个简单的小故事。Emotionalaims：能

通过课文的学习，体会童话故事带给我们的快乐。能回家和家人分享故事，通过主人公的故事，感受生活的美好，珍惜现在的生活，努力学习。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.复习was/were+d

oing的形式。2.学习过去进行时和一般过去时的综合使用。Difficultpoints：过去进行时和一般过去时的综合使用。Ⅳ.Learningstrategies1.在复述文章的时候学会记要点，一般动词或短语会带来更多的提示。2.课前推测生词的意思，然后通过查

字典的方式，检测自己的推测，从而锻炼自己推测生词的能力。Ⅴ.TeachingaidsComputermultimediaprojector,coversoffairystoriesⅥ.Teachingprocedures

StepInteractionpatternStudentactivityTeacheractivity1.Thewholeclassworkandgroupwork2.Individualworkandgroupwork1.Studentsperformtheirconv

ersations.Reviewwas/were+doingandtheexpressionsofagreementanddisagreement.2.Studentslookatthefunnypictures,andgetthemeaningof“wak

eup”accordingtothepictureandtheword“sleep”.Know“happily”accordingto“happy”.1.Checkthehomework.Invitestudentstoperformtheirconversat

ions.(ObservewhichgrouptalksaboutTomandJerry.)2.Askstudentstolookatthepicturesof2onpage76andguessthemeaningofthephrase“wakeup”andthewo

rd“happily”.Introduction(6minutes)3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork3.Fillintheblankswiththecorre

ctformsofthekeywords.4.Checktheanswers.Payattentiontotheform.5.Putthefourstatementstogether,andthenmakeitashortstory.3.Showpicturesinpart2onebyon

e.4.Checktheanswersandremindstudents“Don‟tforgetthe„be‟”.5.Encouragestudentstomakeashortstoryaccordingtothe4pictures.Presentation

(10minutes)1.Thewholeclassworkandgroupwork2.Individualworkandthewholeclasswork3.Thewholeclassworkandgrou

pwork4.Individualwork5.Individualwork5.Individualwork1.Studentsdiscussingroups.Thetitlesonpage75canhelpthemalot.2.Chooseapicture.Andtrytotellusas

toryaboutthepicture.Theycanexpresstheirmeaningwellwiththehelpofgestures,tongueanddemonstration.3.Organizewordsanddiscussingroups.Trytotellthe

storyinEnglish.Usetheword“match”inthestory.4.Readthepassagequickly.Trytofillinsomeblanksin1b.5.Readt

hepassagecarefully.Studentscanfindthattheycanfillintheblankseventherearemanynewwords.5.Rememberthereadingstrategies.1.Finish1a.Showthecoversofthefour

fairystoriesin1aonthescreentogether.Giveaquestion“Canyouguessthestoriesaccordingtothepictures?”2.Encouragest

udentstochooseonepicturefromthefour.Askstudentstotellthestoryaboutthepicture.3.Showapictureaboutthelittl

ematchgirl.Invitestudentstotellusthestroy.Iftherearetoomanynewwordsstudentscan‟texpress,theycanuseChinese.

Atthesametime,teachtheword“match”byshowingthepicture.4.Askstudentstoreadthestoryquickly.Getthemainideaaboutthepassage.Show1btostudents.5.Provide

students2minutestoreadthepassagecarefully.Andfinish1b.5.Tellthestudents“Whenwearereading,weneedn‟ttranslateeverywordintoConsol

idation(10minutes)1.Thewholeclassworkandindividualwork2.Thewholeclasswork3.Individualwork4.Individualwork5.Groupwo

rkandthewholeclasswork6.Thewholeclassworkandgroupwork1.Studentschecktheanswerstogether.2.Studentscanfindtha

tontheleftpartofthetablethereare“time,place,weather,whatthelittlegirldid.”3.Studentslookatthetableandfindtherearetoo

manynewwordsinit.4.Underlinesomesentences.5.Studentscangetthemeaningsofsomenounsaccordingtosomepictures.Studytheverbsint

hesentences.Studentscanmastersomeadjectiveslikecold,hungryaccordingtotheirantonym.6.Readthenewwordsingroups.Groupleadercancheckandhe

lptheirgroupmembers.(GroupleaderspeakstheChinesemeaning,andgroupmemberstranslateitintoEnglishandtrytospellthe

wordaccordingtothepronunciation.1.Invitestudentstosharetheiranswers.2.Showthetablein1bonthescreen.Askstudents

toobservethetablecarefully.3.Teachstudents,“Whenwetellastoryordescribesomething,weshouldconsidertheorder.”4.Askstudentstounderlinethe

sentenceswhichcanhelpthemfillinthetablein1b.5.Teachthenewwordsinthesentences.Teachnounssuchasmatch,stove,gooseandgeesebys

howingapicturebelowthewords.Teachtheverbslikesell,beat,burnanddisappearbyshowingflash.Aftertheflashthereshouldbeanexample.6.P

rovidestudents2minutestoreadandrememberthenewwords.Practice(10minutes)1.Thewholeclassworkandpairwork2.Groupworkandindividualwork3.Individualwork4

.Individualwork5.Pairworkandindividualwork1.Readparagraph1.Trytowritedownsomeimportantphrasesorwordsunderpicture1

.Studentshadbetterwritedownsomeverbsandnouns.Payattentiontothetimeandplace.2.Trytoretelltheparagraph1.Ifstudentscan‟t,theycanadjustsomewordst

owrite.3.Studentsreadthepassageparagraphbyparagraphandwritedownthekeywords.4.Volunteersretellthestorypicturebypicture.5

.Rewritethepassageaccordingtothekeywords.Payattentiontothetenseandsomeothergrammarmistakes.Sequenceisalsoimportantwhenwetellastory.1.Finish1c.Showthe

picturesin1conebyone.Providestudents1minutetoreadparagraph1andwritedownthekeyphrasesunderpicture1.2.Askstudentstoretellparagraph1accor

dingtothekeywords.3.Showpicture2,3...tostudentsonebyone.4.Providestudents2minutes.Invitestudentstoretellthestory.Inordertomakethetaskeasier

,eachstudentretellsapicture.5.Askstudentstoputthepicturestogetherandrewritethepassage.Production(8minutes)1.Individual

workandthewholeclasswork2.Thewholeclasswork3.Thewholeclassworkandindividualwork4.Thewholeclassworkandindividu

alwork1.Volunteerscometotheplatformtotellthestory.Rememberingthefivepicturesin1ccanhelpthemalot.2.Studentsfeelveryhappy.3.Finishtheseexercises.A:Wha

t_you_atthistimeyesterday?B:I__thestoryTheLittleMatchGirl.Ithinkthestoryisinteresting.A:____________.AndIlikeit,too.B:Oh,really?Doyouthinkthegirlisve

rypoor?B:____________.AndIdon‟tlikeherfather.A:Youarequiteright.Herfatherwould_her,becauseshe__any__.Soshe___gohome.B:Yes,soweshould

study_becauseweareverylucky.4.Studentsfinishthesehomeworkafterclass.ReviewSectionsA-CtoprepareforSectionD.1.Playagame.Who‟sthe“Story

King”?Invitevolunteerstoretellthestory.Whocanretellitwithoutlookingatthenotesisthe“StoryKing”.Ofcourse,thegesturesandtonguearealso

important.2.Givethestudentwhodidthebestacertification.3.Teachersummarizeswhatthestudentslearnedtoday:TheLittleMatchGirl,pastc

ontinuous,somenewwords.Teachershowssomeexercisetothem.4.Homework.ThehomeworkincludesTeachingReflectionStudentslikestoryalot.Thiskin

doftopiccanattractstudents‟attentionveryeasily.Itisnecessaryforstudentstostudyhowtotellastorybecausetheycanusethemindailylife.Thispassageisnoteasyfo

rstudents,becausetherearetoomanynewwords.Luckily,manystudentsknowthestory,andthebackgroundknowledgecanhelpstud

entsunderstandthepassage.Ⅶ.BlackboarddesignUnit3OurHobbiesTopic3Whatwereyoudoingatthistimeyesterday?Sect

ionCG1G2G3G4TheLittleMatchGirlTimePlaceWeatherWhatthelittlegirldidsnowy,darkonanewyear‟sEveinthestreetwithnoshoeswas

sellingmatchesdidn‟tsell,feltcoldandhungry,lightedmatches,sawastove...waslying,wasdeadwindstronglysnowwasfalling