【文档说明】Unit 3 Topic 3《what were you doing at these times yesterday》（SectionD）教案-八年级上册英语【仁爱版】.doc，共(9)页，46.500 KB，由小喜鸽上传

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（最新版）Unit3Topic3SectionD参考教案Ⅰ.Materialanalysis该部分是本话题的最后一节课。本部分主要通过Grammar、Functions的小结来巩固本话题的语法重点was/were+doing以及本话题重点功能句，可以正确地表达同意或者不同意。通过本节课的复习

和总结检测学生的学习情况，及时巩固加深记忆。在总结和复习的时候应该特别强调过去进行时的结构，很多学生在实际应用该结构的时候容易忘记be动词的形式或者后面的doing。本节课还通过短文的形式给学生介绍了周末的来历，要求

学生以阅读的形式了解周末的起源。复习课没有太多的新知识，容易让学生感到乏味，要求教师设计不同的课堂活动来激活课堂。Ⅱ.TeachingaimsKnowledgeaims：1.复习和总结本话题重点词汇的读音如：answer,shower,serve,news,museum,duck等。2

.复习和总结本话题的黑体词，并能正确地书写下列单词及短语answer,shower,serve,news,museum,duck，agree,brave,useful,match,dark,voice,sell,hu

ngry,beat,burn,agreewithsb.,takeashower。3.复习was/were+doing,正确表达同意或者不同意。4.能够正确使用was/were+doing，并能在实际生活中熟练地用英语表达同意或者不同意。5.学习周末的历史。S

killaims：1.能听懂就过去某个时段发生的事情的具体描述，并能听懂他人就某个观点表达同意或者不同意。2.能够将本单元所学内容和以前所学知识相结合，能描绘自己过去某一天所做的具体事情，能用英文表达自己的

看法。3.能够读懂跟课文水平相当的文章，能够读懂介绍某人一天活动的文章。4.根据所学内容写出简单的故事，能用书面形式介绍自己某一天的活动。Emotionalaims：1.培养学生了解外国文化的兴趣，能有意识地欣赏外国的小说及影片，感受地道的英语。2.培养学生积极参加小组活动，有

集体荣誉感。Ⅲ.Thekeypointsanddifficultpointskeypoints：1.巩固was/were+doing及表达赞成或反对的功能句子的用法。2.复习SectionsA-C中的重点短语和句型：voice,sell,hungry,beat,burn,agr

eewithsb.,takeashower等.Difficultpoints：准确地使用was/were+doingⅣ.Learningstrategies1.课前查找有关星期天的历史，可以为我们的学习打下基础。2.在学习生词的时候将词与相应的事物相联系可以帮

助我们有效的学习单词。Ⅴ.TeachingaidsComputermultimediaprojectorⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivity1.Thewholeclasswork2.I

ndividualwork1.Focustheirattentionontheteacher.2.Onestudenttellsastoryontheplatform.Inordertomakethestorymoreactive,he/shemayaddsomevoicean

dgestures.Otherstudentsenjoyit.1.Greetstudentsreadyforlearning.2.Invitestudentstotellashortstory.Introduction(5minutes)3.

Groupwork4.Groupwork3.Onegroupdiscussesingroups,andwritesdownsomestatementstoevaluatethestoryandstude

nts’performance.Theothergroupreviewsthesentenceswhichcanexpressagreementanddisagreement.4.Makeashort

dialogue.3.Dividestudentsintotwogroups.Onegroupevaluatesthestoryandthestudents’performance.Theothergroupshow

stheirexpressions.4.Organizestudentstopractice.Presentation(13minutes)1.Thewholeclasswork2.Groupwork3.Gro

upworkandthewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Individualwork1.ReadthroughSectionsA-C.Writedown

somesentencesonthepaper.Theymaywritedownsomewords,phrasesorsomesentences.EverythingisOK,suchastheanswer:takeashower,a

greewithsb.,servenews...2.Putthesixnotebookstogether,andnumberallthewords,phrasesorsentences.3.Eachgroupchooseonestuden

ttowritedowntheirnotes.Otherstudentscanaddmorewords.4.Lookattheblackboardanderasethesamepart.5.Readandrememberallthekeypointsa

ndmakesuretheycanmasterthem.6.Studentsshouldfillintheblankswithoutlookingthemupinthetextbook.1.Givestudents3minutestoreadthroughSectionsA-C.

Askthemtounderlineorwritedownthekeypointstheythink.2.Provide1minuteforstudentstoclassifytheirnotes.3.Makeacompetition.Whichgroupcansummorewords,

phrases,andsentences?Dividestudentsintothreeparts.Onepartwritesdownthenewwords,andanotherpartwritesdownthenewsentences.Thelastpartai

mstowritedownthephrases.Therearethreegroupsineachpart.4.Choosethebestthreegroups.Onegroupdobestinnewwords.Onegro

updobestinphrases.Thelastgroupisthebestinsentences.5.Askstudentstolookattheblackboardandcheckwhethertheycanrememberallofthe

sepointsontheblackboard.6.Show“GrammarandFunctions”tostudents,andchecktheanswers.Consolidation(8minutes)1.Thewholeclasswork2.GroupworkAndindivid

ualwork3.Individualworkandthewholeclasswork4.Individualwork5.Groupworkandindividualwork.6.Thewholeclassworkandgroupwork7.Thewholeclasswork1.Look

atthepictureandexpresstheirattitudes.Studentscanuse“Iagreewithyou.”“Ithinkitisjustso-so.”2.Studentsmaydon’tknowtheanswersaccordingtothetitleandthep

icture.Sotheywillreadthepassagetogettheanswers.3.Onestudentanswersthequestion.Allthestudentsreadandstudynewwords.4.Stud

entsreadtheanswersandgetthemeanings.5.Studentsread1andputA,B,C,Dintherightplaces.Underlinethenewwordsanddifficultsent

ences.6.Checktheanswers.Andaskteacheraboutthenewwordsanddifficultsentences.7.Studentsgetthecorrectspellingandpronunciation.1.Showthepictureonpag

e78tostudents.Express“Ithinkthechurchisbeautiful”.2.ShowthetitleAShortHistoryoftheWeekendunderthepicture.Askstudentstoguess,“Whytheedi

torputthepicturehere?”Thispartcanarousestudents’interests.3.Inviteonestudenttoanswerthisquestion,andteachthewords“holy”and“pr

ay”here.4.Showthetablein1tostudents.Askstudentstoreadtheanswersandunderstandtheirmeanings.Write“close”---“closed”ontheblack

board.5.Askstudentstoread1andcompleteitwiththecorrectexpressions.6.Invitestudentstosharetheiranswerstothewholeclass.7.Teachthenewwords“however,sol

ve,factory”andthephrase“stopdoingsth.”Teach“however”bygivingtheword“but”.Teachtheword“solve”accordingtoexplanation.Practice(10minutes)1.I

ndividualwork2.Individualwork3.Groupwork4.Groupwork5.Groupwork6.Groupwork1.Answerquestions.Theymayuset

hesentencesinpart1.2.ThinkabouttheactivitiestheydidlastSunday.3.LookatthescreenandtalkabouttheirlastSundayingroups.4.Studentsshoul

daddtheirfeelingstoevaluatetheirlastSunday.5.Studentstalkaboutthesequestionsingroups.Theiranswersshouldlikethis:Iwas...from7-9.If

eelveryhappy.From...Iwas...withmygoodfriend.Ifeelexcited.6.Showtheirdialogueswiththeirpartnersontheirplatform.Confidenceisveryimporta

nt.1.Showtwoquestionstostudents,“Doyoulikethetwo-dayweekend?Why?”2.Showquestionstostudents,“DidyouhaveagoodtimelastSunday?Whatdidyoudoatdifferentti

mes?”Remindstudents:Weshouldtalkaboutthingsinorder.3.Showsomewordsaboutindoorandoutdooractivitiestohelpstudentstalk.4.Showsomewordswh

ichcanexpressfeelingstostudents.5.Askstudentstomakeadialoguewiththeirpartners.Teachercanhelpstudentsbygivingthequestions：WhatdoyouoftendoonSunday?

Whatwereyoudoingfrom7-9lastSunday?Howdoyoufeel?Whatwereyoudoingfrom...?Whowasdoing...withyou?6.Invitesom

evolunteerstomakedialogues.Production(9minutes)1.Groupworkandindividualwork2.Thewholeclassworkandgroupwork3.Thewholeclasswork4.Individ

ualwork1.Studentsfinishthewritingworkveryquickly,thinkingabouttheactivitiestheydidlastSunday.Theycanw

riteabouttheirownortheirpartners’lastSunday.2.Studentschangetheirwritingworks.Readorfindoutthemistakesofspellingorg

rammar.3.Studentscheckwhetherthemistakesareintheirownexercisebooks.Remembernottomakethesamemistakeagain.4.Chooseawritingworkfrom(1)or(2)andrevi

ewSectionAafterclass.1.FinishProject.Providestudentswith3minutes.Askthemtowritedownapassageaccordingtothedialoguetheyd

idjustnowquickly.2.Askstudentstochangetheirwritingworks.3.Summarizethemistakesandwritethemdownonthebla

ckboard.4.Homework(1)AssignthestudentstowriteapassageaboutlastMonday.(2)Writeapassageabouttheirparents’lastSunday.Cultiv

atestudentstocareabouttheirparents.(Studentscanchooseonefrom(1)or(2))(3)AssignthestudentstoreviewSectionA

ofthenexttopictoprepareforthenextclass.TeachingReflectionAfterreviewing,almostallstudentscanmasterthestructurewas/were+d

oing.Whentheywriteapassage,therearestillsomemistakes.Somestudentsforget“was/were”,andsomestudentuse“do”directly.Howcarele

ss!Tosolvethisproblem,Ithinkpracticecanmakestudentsclearer.Ⅶ.BlackboarddesignUnit3OurHobbiesTopic3Whatwereyoudoingatthistimeyesterday?SectionDG1

G2G3G4Grammar:Was/were+doingFunctions:Iagreewithyou.Ithinkso.Youarequiteright.Ithoughtitwasjustso-so.Idon’tagree.Idon’tthinkso.Stude

nts’reviewing