【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,hun

gry,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。Skillaims：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,agreewithsb.,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.TeachingproceduresS

tepInteractionpatternStudentactivityTeacheractivity1.Thewholeclasswork2.Individualwork1.Focustheiratt

entionontheteacher.2.Onestudenttellsastoryontheplatform.Inordertomakethestorymoreactive,he/shemayaddsomevoiceandgest

ures.Otherstudentsenjoyit.1.Greetstudentsreadyforlearning.2.Invitestudentstotellashortstory.Introduction(

5minutes)3.Groupwork4.Groupwork3.Onegroupdiscussesingroups,andwritesdownsomestatementstoevaluatethestoryandstu

dents’performance.Theothergroupreviewsthesentenceswhichcanexpressagreementanddisagreement.4.Makeashortd

ialogue.3.Dividestudentsintotwogroups.Onegroupevaluatesthestoryandthestudents’performance.Theothergroupshowstheirexpressions.4.Orga

nizestudentstopractice.Presentation(13minutes)1.Thewholeclasswork2.Groupwork3.Groupworkandthewholeclasswork4.Thewholeclasswork5.Thewholecl

asswork6.Individualwork1.ReadthroughSectionsA-C.Writedownsomesentencesonthepaper.Theymaywritedownsomewords

,phrasesorsomesentences.EverythingisOK,suchastheanswer:takeashower,agreewithsb.,servenews...2.Putthes

ixnotebookstogether,andnumberallthewords,phrasesorsentences.3.Eachgroupchooseonestudenttowritedowntheirnotes.Otherstudentscanaddmorewords.4.Loo

kattheblackboardanderasethesamepart.5.Readandrememberallthekeypointsandmakesuretheycanmasterthem.6.Studentsshouldfillintheblankswithout

lookingthemupinthetextbook.1.Givestudents3minutestoreadthroughSectionsA-C.Askthemtounderlineorwritedownthekeypointsth

eythink.2.Provide1minuteforstudentstoclassifytheirnotes.3.Makeacompetition.Whichgroupcansummorewords,phrases,andsentences?

Dividestudentsintothreeparts.Onepartwritesdownthenewwords,andanotherpartwritesdownthenewsentences.Thelastparta

imstowritedownthephrases.Therearethreegroupsineachpart.4.Choosethebestthreegroups.Onegroupdobestinnewwords.Onegroupdobestinphrases.Thelastgroup

isthebestinsentences.5.Askstudentstolookattheblackboardandcheckwhethertheycanrememberallofthesepointsontheblackboard.6.Show“GrammarandFunctions”

tostudents,andchecktheanswers.Consolidation(8minutes)1.Thewholeclasswork2.GroupworkAndindividualwork3.Individualw

orkandthewholeclasswork4.Individualwork5.Groupworkandindividualwork.6.Thewholeclassworkandgroupwork7.Thewholec

lasswork1.Lookatthepictureandexpresstheirattitudes.Studentscanuse“Iagreewithyou.”“Ithinkitisjustso-so.”2.Studentsmaydon’tknowth

eanswersaccordingtothetitleandthepicture.Sotheywillreadthepassagetogettheanswers.3.Onestudentanswersth

equestion.Allthestudentsreadandstudynewwords.4.Studentsreadtheanswersandgetthemeanings.5.Studentsread1andputA,B,C,Dintherightpla

ces.Underlinethenewwordsanddifficultsentences.6.Checktheanswers.Andaskteacheraboutthenewwordsanddifficultsentences.7.S

tudentsgetthecorrectspellingandpronunciation.1.Showthepictureonpage78tostudents.Express“Ithinkthechurchisbeautiful”.2.Showtheti

tleAShortHistoryoftheWeekendunderthepicture.Askstudentstoguess,“Whytheeditorputthepicturehere?”Thispartcanarousestudents’intere

sts.3.Inviteonestudenttoanswerthisquestion,andteachthewords“holy”and“pray”here.4.Showthetablein1tostudents.Askstudentstore

adtheanswersandunderstandtheirmeanings.Write“close”---“closed”ontheblackboard.5.Askstudentstoread1andcompleteitwit

hthecorrectexpressions.6.Invitestudentstosharetheiranswerstothewholeclass.7.Teachthenewwords“however,solve,factory”andthephrase“stopdoingsth.”

Teach“however”bygivingtheword“but”.Teachtheword“solve”accordingtoexplanation.Practice(10minutes)1.Individualwor

k2.Individualwork3.Groupwork4.Groupwork5.Groupwork6.Groupwork1.Answerquestions.Theymayusethesentencesinpart1

.2.ThinkabouttheactivitiestheydidlastSunday.3.LookatthescreenandtalkabouttheirlastSundayingroups.4.Studentsshouldaddtheirfee

lingstoevaluatetheirlastSunday.5.Studentstalkaboutthesequestionsingroups.Theiranswersshouldlikethis:Iwa

s...from7-9.Ifeelveryhappy.From...Iwas...withmygoodfriend.Ifeelexcited.6.Showtheirdialogueswiththeirpartnersontheirplatform.C

onfidenceisveryimportant.1.Showtwoquestionstostudents,“Doyoulikethetwo-dayweekend?Why?”2.Showquestionstostudents,“Didyou

haveagoodtimelastSunday?Whatdidyoudoatdifferenttimes?”Remindstudents:Weshouldtalkaboutthingsinorder.3.Showsome

wordsaboutindoorandoutdooractivitiestohelpstudentstalk.4.Showsomewordswhichcanexpressfeelingstostudents.5.Askst

udentstomakeadialoguewiththeirpartners.Teachercanhelpstudentsbygivingthequestions：WhatdoyouoftendoonSunday?Whatwereyoudo

ingfrom7-9lastSunday?Howdoyoufeel?Whatwereyoudoingfrom...?Whowasdoing...withyou?6.Invitesomevolunteerstomakedialogues.Production(9minutes)1.G

roupworkandindividualwork2.Thewholeclassworkandgroupwork3.Thewholeclasswork4.Individualwork1.Studentsfinishth

ewritingworkveryquickly,thinkingabouttheactivitiestheydidlastSunday.Theycanwriteabouttheirownortheirpartners’lastSunda

y.2.Studentschangetheirwritingworks.Readorfindoutthemistakesofspellingorgrammar.3.Studentscheckwhetherthemistakesareintheirownexercisebooks.Remem

bernottomakethesamemistakeagain.4.Chooseawritingworkfrom(1)or(2)andreviewSectionAafterclass.1.FinishProject.Providestudentswith3min

utes.Askthemtowritedownapassageaccordingtothedialoguetheydidjustnowquickly.2.Askstudentstochangetheirwritingworks.3.Summarizethemistakesandwriteth

emdownontheblackboard.4.Homework(1)AssignthestudentstowriteapassageaboutlastMonday.(2)Writeapassageabouttheirparents

’lastSunday.Cultivatestudentstocareabouttheirparents.(Studentscanchooseonefrom(1)or(2))(3)AssignthestudentstoreviewSectionAofthene

xttopictoprepareforthenextclass.TeachingReflectionAfterreviewing,almostallstudentscanmasterthestructurewas/were+doing.Whentheywriteapassage,

therearestillsomemistakes.Somestudentsforget“was/were”,andsomestudentuse“do”directly.Howcareless!Tosolvethisproblem,Ithinkpracticecanmakestudent

sclearer.Ⅶ.BlackboarddesignUnit3OurHobbiesTopic3Whatwereyoudoingatthistimeyesterday?SectionDG1G2G3G4Grammar:Was/were+doingFunctions:Iagreewithyou.It

hinkso.Youarequiteright.Ithoughtitwasjustso-so.Idon’tagree.Idon’tthinkso.Students’reviewing