【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,vo

ice,hungry,beat,burn,stove,goose,disappear,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.Thekeypointsanddifficultpoints

Keypoints：1.复习was/were+doing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.Teachingproced

uresStepInteractionpatternStudentactivityTeacheractivity1.Thewholeclassworkandgroupwork2.Individualworkandgroupwork1.Studentsperformtheirconversatio

ns.Reviewwas/were+doingandtheexpressionsofagreementanddisagreement.2.Studentslookatthefunnypictures,andgetthemeaningof“wakeup”accordingtothepicture

andtheword“sleep”.Know“happily”accordingto“happy”.1.Checkthehomework.Invitestudentstoperformtheirconversations.(Observewhichgrouptalks

aboutTomandJerry.)2.Askstudentstolookatthepicturesof2onpage76andguessthemeaningofthephrase“wakeup”andtheword“happ

ily”.Introduction(6minutes)3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork3.Fillintheblankswiththecorrectform

softhekeywords.4.Checktheanswers.Payattentiontotheform.5.Putthefourstatementstogether,andthenmakeitashortstory.3.Showpicturesinpart2onebyone

.4.Checktheanswersandremindstudents“Don‟tforgetthe„be‟”.5.Encouragestudentstomakeashortstoryaccordingtothe4pictures.Presentation(10minute

s)1.Thewholeclassworkandgroupwork2.Individualworkandthewholeclasswork3.Thewholeclassworkandgroupwork4.Individualwork5.Indivi

dualwork5.Individualwork1.Studentsdiscussingroups.Thetitlesonpage75canhelpthemalot.2.Chooseapicture.Andtrytotell

usastoryaboutthepicture.Theycanexpresstheirmeaningwellwiththehelpofgestures,tongueanddemonstration.3.Organizewordsan

ddiscussingroups.TrytotellthestoryinEnglish.Usetheword“match”inthestory.4.Readthepassagequickly.Trytofillinsomeblanksin1b.5.Re

adthepassagecarefully.Studentscanfindthattheycanfillintheblankseventherearemanynewwords.5.Rememberthe

readingstrategies.1.Finish1a.Showthecoversofthefourfairystoriesin1aonthescreentogether.Giveaquestion“Canyouguessthestorie

saccordingtothepictures?”2.Encouragestudentstochooseonepicturefromthefour.Askstudentstotellthestoryaboutthepicture.3.Showapictureab

outthelittlematchgirl.Invitestudentstotellusthestroy.Iftherearetoomanynewwordsstudentscan‟texpress,theycanuseChinese.Atthesametime,teachtheword“matc

h”byshowingthepicture.4.Askstudentstoreadthestoryquickly.Getthemainideaaboutthepassage.Show1btostudents.5.Providestudents2minutestoreadthepassag

ecarefully.Andfinish1b.5.Tellthestudents“Whenwearereading,weneedn‟ttranslateeverywordintoConsolidati

on(10minutes)1.Thewholeclassworkandindividualwork2.Thewholeclasswork3.Individualwork4.Individualwork5.Groupworkandthewhol

eclasswork6.Thewholeclassworkandgroupwork1.Studentschecktheanswerstogether.2.Studentscanfindthatontheleftpartofthetablethereare“time,

place,weather,whatthelittlegirldid.”3.Studentslookatthetableandfindtherearetoomanynewwordsinit.4.Underlinesomesentences.5.St

udentscangetthemeaningsofsomenounsaccordingtosomepictures.Studytheverbsinthesentences.Studentscanmastersomead

jectiveslikecold,hungryaccordingtotheirantonym.6.Readthenewwordsingroups.Groupleadercancheckandhelptheirgroupmembers.(Grou

pleaderspeakstheChinesemeaning,andgroupmemberstranslateitintoEnglishandtrytospellthewordaccordingtothepronunciation

.1.Invitestudentstosharetheiranswers.2.Showthetablein1bonthescreen.Askstudentstoobservethetablecareful

ly.3.Teachstudents,“Whenwetellastoryordescribesomething,weshouldconsidertheorder.”4.Askstudentstounderlinethesentenceswhichc

anhelpthemfillinthetablein1b.5.Teachthenewwordsinthesentences.Teachnounssuchasmatch,stove,gooseandgeesebyshowingapic

turebelowthewords.Teachtheverbslikesell,beat,burnanddisappearbyshowingflash.Aftertheflashthereshouldbeanexample.6.Providest

udents2minutestoreadandrememberthenewwords.Practice(10minutes)1.Thewholeclassworkandpairwork2.Groupworkand

individualwork3.Individualwork4.Individualwork5.Pairworkandindividualwork1.Readparagraph1.Trytowritedo

wnsomeimportantphrasesorwordsunderpicture1.Studentshadbetterwritedownsomeverbsandnouns.Payattentiontotheti

meandplace.2.Trytoretelltheparagraph1.Ifstudentscan‟t,theycanadjustsomewordstowrite.3.Studentsreadthepassageparagraphbyparagraph

andwritedownthekeywords.4.Volunteersretellthestorypicturebypicture.5.Rewritethepassageaccordingtothekeywords.Payattentiontothetens

eandsomeothergrammarmistakes.Sequenceisalsoimportantwhenwetellastory.1.Finish1c.Showthepicturesin1conebyone.Providestudents1minutetoreadparagraph

1andwritedownthekeyphrasesunderpicture1.2.Askstudentstoretellparagraph1accordingtothekeywords.3.Showpicture2,3...tostudentso

nebyone.4.Providestudents2minutes.Invitestudentstoretellthestory.Inordertomakethetaskeasier,eachstudentretellsapict

ure.5.Askstudentstoputthepicturestogetherandrewritethepassage.Production(8minutes)1.Individualworkandthewholeclasswork2.Thewholeclasswork3.Thewh

oleclassworkandindividualwork4.Thewholeclassworkandindividualwork1.Volunteerscometotheplatformtotellthestory.Rememberingthefivepicturesin

1ccanhelpthemalot.2.Studentsfeelveryhappy.3.Finishtheseexercises.A:What_you_atthistimeyesterday?B:I__thestoryTheLittleMatchGir

l.Ithinkthestoryisinteresting.A:____________.AndIlikeit,too.B:Oh,really?Doyouthinkthegirlisverypoor?B:______

______.AndIdon‟tlikeherfather.A:Youarequiteright.Herfatherwould_her,becauseshe__any__.Soshe___gohome.B:Yes,soweshouldstudy_becauseweareverylu

cky.4.Studentsfinishthesehomeworkafterclass.ReviewSectionsA-CtoprepareforSectionD.1.Playagame.Who‟sthe“StoryKing”?Invitevolunteerstoretellthestor

y.Whocanretellitwithoutlookingatthenotesisthe“StoryKing”.Ofcourse,thegesturesandtonguearealsoimportant.2.Giv

ethestudentwhodidthebestacertification.3.Teachersummarizeswhatthestudentslearnedtoday:TheLittleMatchGirl,pastcontinuous,somenewwords.

Teachershowssomeexercisetothem.4.Homework.ThehomeworkincludesTeachingReflectionStudentslikestoryalot.Thiskindoftopic

canattractstudents‟attentionveryeasily.Itisnecessaryforstudentstostudyhowtotellastorybecausetheycanusethemindailylife.Thispassageisnoteasyforstudents

,becausetherearetoomanynewwords.Luckily,manystudentsknowthestory,andthebackgroundknowledgecanhelpstudentsunderstandthepassage.Ⅶ.BlackboarddesignUnit3

OurHobbiesTopic3Whatwereyoudoingatthistimeyesterday?SectionCG1G2G3G4TheLittleMatchGirlTimePlaceWeatherWhatthelittle

girldidsnowy,darkonanewyear‟sEveinthestreetwithnoshoeswassellingmatchesdidn‟tsell,feltcoldandhungry,lightedmatches,sawastove...

waslying,wasdeadwindstronglysnowwasfalling