八年级上册教案设计
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday
Section C
Ⅰ. Material analysis
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 ( http: / / www.21cnjy.com )方式将学生带进课文之中。Section C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. Teaching aims
Knowledge aims：
1. 能根据音标自己拼读下列生词： ( http: / / www.21cnjy.com )dark, match, voice, hungry, beat, burn, stove, goose,
disappear, flame, dead。
2. 能理解下列单词的含 ( http: / / www.21cnjy.com )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。
Skill aims：
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。
Emotional aims：
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. The key points and difficult points
Key points：
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。
Difficult points：
过去进行时和一般过去时的综合使用。
Ⅳ. Learning strategies
1. 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. Teaching aids
Computer multimedia projector, covers of fairy stories
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction(6 minutes) 1. The whole class work and group work2. Individual work and group work3. The whole class work4. The whole class work5. The whole class work 1. Students perform their conversations. Review was/were+doing and the expressions of agreement and disagreement.2. Students look at the funny pictures, and get the meaning of “w ( http: / / www.21cnjy.com )ake up” according to the picture and the word “sleep”. Know “happily” according to “happy”.3. Fill in the blanks with the correct forms of the key words.4. Check the answers. Pay attention to the form.5. Put the four statements together, and then make it a short story. 1. Check the home ( http: / / www.21cnjy.com )work. Invite students to perform their conversations. (Observe which group talks about Tom and Jerry.)2. Ask students to look at the pictures of ( http: / / www.21cnjy.com )2 on page 76 and guess the meaning of the phrase “wake up” and the word “happily”.3. Show pictures in part 2 one by one.4. Check the answers and remind students “Don’t forget the ‘be’”.5. Encourage students to make a short story according to the 4 pictures.
Presentation(10 minutes) 1. The whole class work and group work2. Individual work and the whole class work3. The whole class work and group work4. Individual work5. Individual work5. Individual work 1. Students discuss in groups. The titles on page 75 can help them a lot.2. Choose a picture. And try to tell us a story about the picture. They can express their meaning well with the help of gestures, tongue and demonstration. 3. Organize words and discuss in groups. Try to tell the story in English. Use the word “match” in the story. 4. Read the passage quickly. Try to fill in some blanks in 1b.5. Read the passage carefully. Students can find that they can fill in the blanks even there are many new words.5. Remember the reading strategies. 1. Finish 1a.Show the cove ( http: / / www.21cnjy.com )rs of the four fairy stories in 1a on the screen together. Give a question “Can you guess the stories according to the pictures ”2. Encourage students to choose one picture from the four. Ask students to tell the story about the picture.3. Show a pictu ( http: / / www.21cnjy.com )re about the little match girl. Invite students to tell us the stroy. If there are too many new words students can’t express, they can use Chinese. At the same time, teach the word “match” by showing the picture.4. Ask students to read the story quickly. Get the main idea about the passage. Show 1b to students.5. Provide students 2 minutes to read the passage carefully. And finish 1b.5. Tell the students “When we are reading, we needn’t translate every word into Chinese. Get the main idea and find out the place where may find the correct answer.”
Consolidation(10 minutes) 1. The whole class work and individual work2. The whole class work3. Individual work4. Individual work5. Group work and the whole class work6. The whole class work and group work 1. Students check the answers together.2. Students can find t ( http: / / www.21cnjy.com )hat on the left part of the table there are “time, place, weather, what the little girl did.”3. Students look at the table and find there are too many new words in it.4. Underline some sentences.5. Students can get the meanings of some nouns according to some pictures. Study the verbs in the sentences. Students can master some adjectives like cold, hungry according to their antonym. 6. Read the new wo ( http: / / www.21cnjy.com )rds in groups. Group leader can check and help their group members. (Group leader speaks the Chinese meaning, and group members translate it into English and try to spell the word according to the pronunciation. 1. Invite students to share their answers.2. Show the table in 1b on the screen. Ask students to observe the table carefully.3. Teach students, “ When we tell a story or describe something, we should consider the order .”4. Ask stude ( http: / / www.21cnjy.com )nts to underline the sentences which can help them fill in the table in 1b.5. Teach the ( http: / / www.21cnjy.com ) new words in the sentences. Teach nouns such as match, stove, goose and geese by showing a picture below the words. Teach the verbs like sell, beat, burn and disappear by showing flash. After the flash there should be an example. 6. Provide students 2 minutes to read and remember the new words.
Practice(10 minutes) 1. The whole class work andpair work2. Group work and individual work3. Individual work4. Individual work5. Pair work and individual work 1. Read paragraph 1. ( http: / / www.21cnjy.com ) Try to write down some important phrases or words under picture 1. Students had better write down some verbs and nouns. Pay attention to the time and place.2. Try to retell t ( http: / / www.21cnjy.com )he paragraph 1. If students can’t, they can adjust some words to write.3. Students read th ( http: / / www.21cnjy.com )e passage paragraph by paragraph and write down the key words.4. Volunteers retell the story picture by picture.5. Rewrite the passage according to the key words. Pay attention to the tense and some other grammar mistakes. Sequence is also important when we tell a story. 1. Finish 1c.Show the pictures in 1c one by one. Provide stu ( http: / / www.21cnjy.com )dents 1 minute to read paragraph 1 and write down the key phrases under picture 1.2. Ask students to retell paragraph 1 according to the key words.3. Show picture 2, 3... to students one by one. Provide students 2 minutes.Invite students to ret ( http: / / www.21cnjy.com )ell the story. In order to make the task easier, each student retells a picture.5. Ask students to put the pictures together and rewrite the passage.
Production(8 minutes) 1. Individualwork and the whole class work2. The whole class work3. The whole class work and individualwork4. The whole class work and individualwork 1. Volunteers come to the platform to tell the story. Remembering the five pictures in 1c can help them a lot.2. Students feel very happy.3. Finish these exercises.A:What _ you _ at this time yesterday B:I_ _the story The Little Match Girl. I think the story is interesting.A:____________. And I like it, too.B:Oh, really Do you think the girl is very poor B:____________. And I don’t like her father.A:You are quite right. Her father would _ her, because she _ _ any __. So she _ _ _ go home.B:Yes, so we should study _ because we are very lucky.4. Students finish these homework after class. Review Sections A-C to prepare for Section D. 1. Play a game.Who’s the “Story King” Invite voluntee ( http: / / www.21cnjy.com )rs to retell the story. Who can retell it without looking at the notes is the “Story King”.Of course, the gestures and tongue are also important.2. Give the student who did thebest a certification. 3. Teacher summarizes what the students learned today: The Little ( http: / / www.21cnjy.com ) Match Girl, past continuous, some new words. Teacher shows some exercise to them.4. Homework.The homework includes two parts. Ask students to: (1) Tell a story to your parents or good friends. (2) Review Sections A-C to prepare for Section D.
Teaching Reflection Students li ( http: / / www.21cnjy.com )ke story a lot. This kind of topic can attract students’ attention very easily. It is necessary for students to study how to tell a story because they can use them in daily life. This passage is not easy for students, because there are too many new words. Luckily, many students know the story, and the background knowledge can help students understand the passage.
Ⅶ. Blackboard design
Unit 3 Our HobbiesTopic 3 What were you doing at this time yesterday Section C G1 G2 G3 G4
snowy, dark on a new year’s Eve
Time
wind strongly
snow
was falling
Weather
Place
The Little Match Girl
in the street with no shoes
What the little girl did
was selling matches
didn’t sell, felt cold and hungry,
lighted matches, saw a stove...
was lying, was dead八年级上册教案设计
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday
Section A
Ⅰ. Material analysis
Section A的主要教学活动为1a和3。
本节课主要是通过Maria和 ( http: / / www.21cnjy.com )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. Teaching aims
Knowledge aims：
1. 能够根据音标正确拼读answer, shower, serve, news, museum等。
2. 能根据音标书写以下单词：answer ( http: / / www.21cnjy.com ), shower, serve, news, museum和一些有关日常行为的短语如：chat with friends, listen to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。
Skill aims：
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。
Emotional aims：
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. The key points and difficult points
Key points：
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：chat on line, visit a museum, listen to the news
Difficult points：
学习有关活动的短语如，chat on ( http: / / www.21cnjy.com )line, visit a museum, listen to the news并能够将这些短语正确应用于过去进行时之中。
Ⅳ. Learning strategies
1. 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. Teaching aids
Computer mul ( http: / / www.21cnjy.com )timedia projector, tickets of concert, some cards of famous stars
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (4 minutes） 1. The whole class work and individual work2. The whole class work3. The whole class work4. The whole class work 1. Volunteers come ( http: / / www.21cnjy.com )to the platform to show their poster, and others listen to them carefully. And then find out the mistakes.2. Students answer, “They are giving a report.”3. Students answer “We are having an English class.”4. Students look at the picture and predi ( http: / / www.21cnjy.com )ct the answer of the question with present continuous tense. 1. Check students’ homework. Invite one group to show their poster and present it on the platform.2. Give the group a smiling face. Then ask students “What are they doing now ”3. “What are you doing now ” (review present continuous tense)4. Ask students to look at the picture and answer “What are Maria a ( http: / / www.21cnjy.com )nd Jane doing ” Write down the question on the blackboard.
Presentation(15 minutes) 1. The whole class work2. Individual work3. The whole class work4. The whole class work5. The whole class work and individual work 6. The whole class work7. The whole class work8. Individual work9. The whole class work andgroup work 1. Students can get the information“Oh, I was taking a shower.” So students can get the correct answer B. 2. Looking at the pict ( http: / / www.21cnjy.com )ure, students can see a circled picture. They can get the meaning with the help of teacher’s guidance.3. Read the n ( http: / / www.21cnjy.com )ew words and phrases after the teacher. Study the new phrases.4. Read after the tape sentence by sentence. Pay more attention to the intonation and pronunciation.5. Read the passage correctly and underline the structure. Ask for help if they need.6. Listen to 1a the last time, following the tape.7. Read the passage together .8. Look at the pictures carefully and write down the phrases.9. Practice after the example. Hands up if necessary. 1. Finish 1b. Play 1a.Show a question “What was Jane doing at this time yesterday ” Write down the question under the last question.2. Show the picture of 1a again on the screen, and ask students to guess “What’s the meaning of ‘take a shower’ according to the picture ”3. Teach the ( http: / / www.21cnjy.com ) new words and phrases “take a shower, answer, hold the line, call sb to do sth”. Write them down on the blackboard.4. Play 1a sentence by sentence.5. Provide 2 minutes for students to read the passage and underline the structure “was/were+doing”. Play 1a the last time.7. Role play. Girls play Maria, boys play Jane while teacher can play Jane’s mother.8. Finish 1c. Show pictures of 1c to students. Ask students to write down the phrases first.9. Provide 3 minutes for students to practice. Observe if most students can make up conversations after the example.
Consolidation(9 minutes) 1. The whole class work and pair work2. Group work3. The whole class work4. The whole class and individual work5. Individual work6. The whole class work7. The whole class work8. The whole class work and individual work9. The whole class and individual work 1. Each pair shares their conversation. Others check their conversation.2. Discuss in groups and get the key point “was/were +doing”.3. Remember the usage of this structure.4. Read and be familiar with the passage. (It is important for listening.)5. Read the passage carefully. Try to find some key points which can help listening.6. Listen to 2 and fill in the blanks quickly.7. Check the answers they fill in, paying much attention to the verb forms and spellings.8. Check the answers and underline the form “was/were+doing”. Observe the form, trying to change these statements into general questions.9. Write down the general questions on the blackboard. Revise and study together. 1. Ask several pairs to share their conversations. Ask students to discuss the structure in groups. Finish 2.Teacher emphasizes the structure.4. Show part 2 to students. (Make students know that if we are familiar with the passage, we can get the correct answer quickly.)5. Play 2.Teach the students ( http: / / www.21cnjy.com )that when we listen for the first time, we should get the main idea and try to remember the answer. Don’t write the answer down quickly because students can’t write down all the answers at the first time. Play 2. Play 2 for the third time.8. Check the answers together and ask students to underline the form “was/were+doing”.8. Ask students to share their general questions on the blackboard.
Practice(8 minutes) 1. Group work 2. The whole class work 3. Group work 4. The whole class work5. Pair work6. Individualwork7. Pair work 1. Learn new words in groups. Guess the meanings according to the pictures. From the pictures every grou ( http: / / www.21cnjy.com )p can know at least this word: Beijing Roast Duck. 2. Study the meaning of each word.3. Students read the new words according t ( http: / / www.21cnjy.com )o the phonetic symbols. Group leaders can help others.4. Read the example and make a conversation.5. Students read the example just by changing some parts.6. Answer this question according to their own situation.7. Practice this functional sentence in the real situation. 1. Write down “chat, news, museum, roast duck” on the blackboard.2. Check the answers. Make sure students know the meaning of each word.3. Teach the pronunciation by giving the phonetic symbols.4. Ask students to read the example of 3 carefully. And make up a conversation like the example.5. Invite some volunteers to practice.6. Make sure almost all the students can change the example. Then give a question, “What were you doing at this time yesterday ”7. Give students several minutes to practice.
Production(7 minutes) 1. Group work 2. The whole class work3. The whole class work4. The whole class work andindividual work 1. Everyone tries his/her best to interview mo ( http: / / www.21cnjy.com )re classmates. They can review 1a. The phrases in 1c and 3 can also help them a lot.2. Students are very happyat this time, but part is very important for them to improve their confidence.3. Group 1 read the words aloud while other groups spell them out.Then students read the words and phrases together.Students practice the grammar. 4. Students teach themselves Section B after class. 1. Do a competitio ( http: / / www.21cnjy.com )n.Make a survey.Who is the fastest Ask students to interviewtheir classmates about “What were you doing at this time yesterday ”Divide the class into two parts. The student from part 1 is the interviewer, while part 2 aims to answer questions.2. Evaluate students and give them smiling faces.3. Teacher shows important language points on the computer screen as a summary.(1) Words List: Students have to read and spell the following words correctly. Focus：(2) Grammar 4. Homework Prepare Section B after class. Make a conversation about “what were you doing last Sunday ” like 1a. Perform it in the next class.
Teaching Reflection It’s easy for the s ( http: / / www.21cnjy.com )tudents to remember the structure “was/were+doing” because they know the present continuous tense, but it’s a little hard for them to use it. When students write a passage or a conversation, they often forget “doing” or “was/were”. Teachers should design more activities to practice this structure in Section B .
Ⅶ. Blackboard design
Unit 3 Our HobbiesTopic 3 What were you doing at this time yesterday Section AWhat are you do ( http: / / www.21cnjy.com )ing now G1 G2 G3 G4What was Jane doing ( http: / / www.21cnjy.com ) at this time yesterday pWhat were you doing from seven to nine yesterday I was... Were you listening to music
shower, chat, news,
museum, roast duck,
take a shower, at this time, chat with friends
was/were+doing
chat with friends
go skating
visit a museum
play the piano
do some reading
activities八年级上册教案设计
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday
Section B
Ⅰ. Material analysis
Section B的主要教学活动为1a和2a。
本节课主要通过Jane和Michael之 ( http: / / www.21cnjy.com )间的对话配合相应的图片，引出过去进行时和表达同意、不同意的句子。Section B的内容是对Section A的延伸，谈论的内容也从上个话题主要谈论过去某个时间在做什么，扩展到通过学生们熟悉的电影引出表示同意或者不同意的句子。谈论电影、电视剧的话题是学生们最感兴趣的话题之一。但是要学会正确使用不同的方式来表达自己的观点还是有一定的难度，所以在设计这堂课的时候，老师应该紧抓学生的兴趣点，通过采访、问答、编对话、视频、声音等不同形式练习表达情感的句型。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标，正确朗读出单词表中的单词：agree, so-so, pleasant, brave, useful。
2. 能在老师的引导下，不断体会易 ( http: / / www.21cnjy.com )混音的发音差异/l/，/n/，/ /。读出重音、弱读、 连读和不完全爆破，并了解到不同的读法可以表达不同的意思。
3. 能正确拼读并运用单词表中 ( http: / / www.21cnjy.com )的单词, 如：agree, so-so, pleasant, brave, useful。
4. 能正确使用过去进行时, was/were +doing以agree, disagree的用法。
5. 能够用was/were 谈论过去某个时段正在发生的事情，能够用不同的方式表示同意或不同意。
Skill aims：
1. 能听懂就过去某个时段正在发生的事情的阐述以及他人对某个观点的态度。
2. 能正确地表达过去某个时段自己或朋友在做什么，以及正确地表达自己的观点。
3. 能正确朗读课本的文本材料，能模仿录音读清楚重音、弱读及连读和不完全爆破。
4. 能用书面形式阐述自己过去某个时段所做的事情，并能够书面表达自己的观点。
Emotional aims：
通过Harry Potter 的电影，学生能够积极主动地选择一些英文读物或者影视节目，养成从生活中学习英语的习惯。
Ⅲ. The key points and difficult points
Key points：
1. 继续学习was/were+doing的结构。
2. 能够用I agree with you. Just so-so.等表达自己的观点。
3. 复习/l/，/n/，/ / 之间的发音区别。
Difficult points：
1. 能够用不同的方式表达自己的观点。
2. 能够准确地使用was/were+doing。
3. 能分清易混音的发音差异/l/，/n/，/ /，并能够正确地读出含有这些音的单词。
Ⅳ. Learning strategies
1. 在记忆单词的时候，将单词归类整理会大大提高记忆速度如: agree, so-so都是用于
表达自己的观点的，pleasant, brave 都属于褒义词，可以用于正面地修饰某个人或物。
2. 课后看看英文电影可以提高词汇量，还能培养语感。
Ⅴ. Teaching aids
Computer multimedia projector, famous star photos
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction(5 minuets) 1. The whole class work2. The whole class work and pair work3. The whole class work4. Individual work5. The whole class work6. The whole class work 1. Focus their attention on the teacher.2. Some pairs come to the platform to perform their conversations. Others correct their mistakes.3. Of course, students can answer it’s about “Harry Potter”.4. Listen to the tape. Students can hear “I was watching a Harry Potter movie”.5. Enjoy the movie to feel the pronunciation.6. Students listen to 1a again and underline some difficult sentences. 1. Greet students ready for learning.2. Check students’ ( http: / / www.21cnjy.com )homework. Ask students to perform the conversations about “What were you doing last Sunday ”.3. Ask students to l ( http: / / www.21cnjy.com )ook at the picture and predict “What is the conversation talking about ”.4. Ask students to listen to 1a and check whether it’s about Harry Potter.5. The answer is ( http: / / www.21cnjy.com )“Yes”. Show a short fragment of “Harry Potter” to praise them.6. Play 1a.
Presentation(15 minutes) 1. The whole class work and group work2. The whole class work and individual work3. The whole class work and individual work4. Individual work5. The whole class work6. Group work and individual work7. Group work and individual work 1. Write down “agree, so-so, pleasant, brave, useful. Wasn’t it interesting No, I don’t think so.” Students should write down the phonetic symbols under each new word.2. A student stands up and reads the new words, while others should listen and find out the mistakes together.3. Read and remember these new words.4. Listen to 1a carefully and finish 1b. Check the answers.5. Read 1a sentence by sentence after the tape. Pay attention to the pronunciation and intonation.6. Read 1a in groups. Group leader checks whether all the students can read the passage.7. Make a conversation like 1a. The calligraphy is on the screen. Students just need to fill in some words and phrases in it. 1. Encourage students to write the new words and the sentences they can’t understand on the blackboard.2. Ask a volunteer to read and try to translate the new words.3. Praise students ( http: / / www.21cnjy.com ) and emphasize some points that students didn’t do well. 4. Finish 1b. Play 1a.5. Play 1a sentence by sentence.6. Give students 2 minutes to read 1a by themselves.7. Give students 2 minutes to make a conversation like 1a. Show a calligraphy to make the conversation simple. (Take the part of expressing agreement and disagreement away.)
Consolidation(10 minutes) 1. The whole class work and group work2. The whole class work3. Individual work4. The whole class work and individual work5. Individual work6. Group work7. Group work and individual work 1. Two students perform, others listen to them and check the answers.2. Students can see “I don’t agree. No, I ( http: / / www.21cnjy.com )don’t think so. I thought it was just so-so. I agree with you. You are quite right.” on the screen.3. Fill in the ( http: / / www.21cnjy.com ) blanks. Pay attention to the spelling. And feel the function of expressions.4. Students show their opinions of the statements on ( http: / / www.21cnjy.com ) the screen. Practice “I agree with… I don’t agree with... Just so-so”.5. Students read 2b carefully. Try to express their opinions in different ways.6. Students choose one picture from the thre ( http: / / www.21cnjy.com )e. The group which can express their opinions with more ways is the winner.7. Perform their dialogue, using more sentences to express agreement and disagreement. 1. Invite volunteers to perform the conversation.2. Teacher hides the calligraphy. Leave the answers that the stude ( http: / / www.21cnjy.com )nts filled just now. In fact, the answers are the expressions to show agreement and disagreement.3. Show 2a to students. Encourage students to fill in the blanks according to their memories.4. Show some statement to students: I think Harry Potter is brave. I think the background music of Harry Potter is very beautiful...5. Finish 2b.Show the first picture in 2b. 6. Show the other three pictures to students. Make a competition.7. Evaluate students and give them smiling faces according to their performance.
Practice(8 minutes) 1. The whole class work and individual work2. Group work and individual work3. The whole class work4. Individual work5. Group work and individual work6. Group work and individual work 1. Students read the words individually, asking for help when necessary. 2. Observe the rules. And hands up to speak out the rules they summed. Students can find “l”-/l/, “n”- /n/, most “ng”-/ /. 3. Read 3a and 3b loudly after the tape. Try to add more words according to the rules.4. Student volunteers to read the words and phrases, especially the group leaders.5. Students try to und ( http: / / www.21cnjy.com )erstand what the teacher says, if they are not able to follow, try to read more times.6. Pay attention to the pronunciation of each word and sentence. Remember to stand up quickly if you know the answer. 1. Let students observe the words and sent ( http: / / www.21cnjy.com )ences in 3a and 3b carefully and try to read them correctly. Teacher offers 2 or 3 minutes for the students to pronounce all the words and sentences. 2. Ask volunteer ( http: / / www.21cnjy.com )s to sum up the rules. Tell students your idea and emphasize the pronunciation. Ask students to consider the following aspects: tongue, teeth, mouth...3. Play 3a and 3b.Emphasize the rules.4. Teacher needs several volunteers to read all the words and sentences bravely.5. Teacher analyzes the structures of the words in a short moment and emphasizes “stress, liaison, weak form and incomplete plosion” are important to help your listening ability.6. A PK game.Look at the screen very carefully. It will show the words. If you see the word, stand up quickly and speak it out quickly. Then you can get a score.
Production(7 minutes) 1. The whole class work and group work2. The whole class work3. Individual work4. Individualwork 1. Students can choose any one from them to ( http: / / www.21cnjy.com )make a dialogue like 1a. At the same time, students should pay attention to their pronunciation. Try to pronounce assimilation, stress, liaison, weak form and incomplete plosion well.2. Students try to read all the words correctly, knowing their meanings. They have to memorize their spelling after class. Try to recite the passage. 3. Students finish the home work after class.4. Students preview Section C after class. 1. Show 3 pictures about different films such as The Little Match Girl, Snow White and so on. 2. Teacher summarizes : Write down the new words and functional sentences on the blackboard:agree, so-so, pleasant, brave, useful I agree with you. Yes, I think so.You are quite right.I don’t think so. I don’t agree.3. Teacher assigns homework. They should finish 2 tasks:Show the three pictures of Tom and Jerry, T ( http: / / www.21cnjy.com )itanic, Harry potter.Ask students to make the dialogues.(2) Write the dialogue down. 4. Prepare for the learning of Section C.
Teaching Reflection This topic is rel ( http: / / www.21cnjy.com )ated to students’ life. Teachers can prepare more information about Harry Potter and some other films. Usually create more real situations, for example, teacher shows some statements about students’ real life is better.
Ⅶ. Blackboard design
Unit 3 Our Hobbi ( http: / / www.21cnjy.com )esTopic 3 What were you doing at this time yesterday Section B Agreement Just so-so. DisagreementI agree with you.I don’t agree.Yes, I think so.No, I don’t think so.You are quite right. G1 G2 G3 G4
What were you doing at this time yesterday
I was watching a ... movie.
It was wonderful.八年级上册教案设计
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday
Section D
Ⅰ. Material analysis
该部分是本话题的最后一节课。本部分 ( http: / / www.21cnjy.com )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. Teaching aims
Knowledge aims：
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 ( http: / / www.21cnjy.com ), duck，agree, brave, useful, match, dark, voice, sell, hungry, beat, burn, agree with sb., take a shower。
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。
Skill aims：
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。
Emotional aims：
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. The key points and difficult points
key points：
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Sections A-C中的重点短语和句型：
voice, sell, hungry, beat, burn, agree with sb., take a shower等.
Difficult points：
准确地使用was/were+doing
Ⅳ. Learning strategies
1. 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. Teaching aids
Computer multimedia projector
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction(5 minutes) 1. The whole class work2. Individual work3. Group work4. Group work 1. Focus their attention on the teacher.2. One studen ( http: / / www.21cnjy.com )t tells a story on the platform. In order to make the story more active, he/she may add some voice and gestures. Other students enjoy it.3. One group discusses in groups, and wri ( http: / / www.21cnjy.com )tes down some statements to evaluate the story and students’ performance. The other group reviews the sentences which can express agreement and disagreement. 4. Make a short dialogue. 1. Greet students ready for learning.2. Invite students to tell a short story. 3. Divide students i ( http: / / www.21cnjy.com )nto two groups. One group evaluates the story and the students’ performance. The other group shows their expressions.4. Organize students to practice.
Presentation(13 minutes) 1. The whole class work2. Group work3. Group work and the whole class work4. The whole class work5. The whole class work6. Individual work 1. Read through Sec ( http: / / www.21cnjy.com )tions A-C. Write down some sentences on the paper. They may write down some words, phrases or some sentences. Everything is OK, such as the answer: take a shower, agree with sb., serve news...2. Put the six no ( http: / / www.21cnjy.com )tebooks together, and number all the words, phrases or sentences.3. Each group choose one student to write down their notes. Other students can add more words.4. Look at the blackboard and erase the same part.5. Read and remember all the key points and make sure they can master them.6. Students should fill in the blanks without looking them up in the textbook. 1. Give students 3 minutes to read through Sections A-C. Ask them to underline or write down the key points they think.2. Provide 1 minute for students to classify their notes.3. Make a competition.Which group can sum more words, phrases, and sentences Divide students into three parts. One part writes down the new words, and another part writes down the new sentences. The last part aims to write down the phrases. There are three groups in each part.4. Choose the best three groups. One group do best in new word ( http: / / www.21cnjy.com )s. One group do best in phrases. The last group is the best in sentences.5. Ask students to look at the blackboard and check whether they can remember all of these points on the blackboard.6. Show “Grammar and Functions” to students, and check the answers.
Consolidation(8 minutes) 1. The whole class work2. Group work and individual work3. Individual work and the whole class work4. Individual work5. Group work and individual work.6. The whole class work and group work7. The whole class work 1. Look at the picture and express their attitudes. Students can use “I agree with you.” “I think it is just so-so.” 2. Students may don’t know the answersaccording to the title and the picture. So they will read the passage to get the answers.3. One student answers the question. All the students read and study new words.4. Students read the answers and get the meanings.5. Students read 1 ( http: / / www.21cnjy.com ) and put A, B, C, D in the right places. Underline the new words and difficult sentences.6. Check the answers. And ask teacher about the new words and difficult sentences.7. Students get the correct spelling and pronunciation. 1. Show the picture on page 78 to students. Express “I think the church is beautiful”.2. Show the title A Short History of the Weekend under the picture. Ask students to guess, “Why the editor put the picture here ” This part can arouse students’ interests.3. Invite one student to answer this question, and teach the words “holy” and “pray” here.4. Show the table in 1 to students. Ask students to read the answers and understand their meanings. Write “close”---“closed” on the blackboard.5. Ask students to read 1 and complete it with the correct expressions.6. Invite students to share their answers to the whole class.7. Teach the new words “however, solve, factory” and the phrase “stop doing sth.” Teach “however” by giving the word “but”. Teach the word “solve” according to explanation.
Practice(10 minutes) 1. Individual work2. Individual work 3. Group work4. Group work5. Group work6.Group work 1. Answer questions. They may use the sentences in part 1.2. Think about the activities they did last Sunday.3. Look at the screen and talk about their last Sunday in groups .4. Students should add their feelings to evaluate their last Sunday.5. Students talk a ( http: / / www.21cnjy.com )bout these questions in groups. Their answers should like this:I was...from 7-9. I feel very happy. From...I was...with my good friend. I feel excited.6. Show their dialogues with their partners on their platform. Confidence is very important. 1. Show two questions to students, “Do you like the two-day weekend Why ”2. Show questions to students, “Did you have a g ( http: / / www.21cnjy.com )ood time last Sunday What did you do at different times ” Remind students: We should talk about things in order.3. Show some words about indoor and outdoor activities to help students talk. 4. Show some words which can express feelings to students.5. Ask students to make a dialogue with thei ( http: / / www.21cnjy.com )r partners. Teacher can help students by giving the questions：What do you often do on Sunday What were you doing from 7-9 last Sunday How do you feel What were you doing from... Who was doing ... with you 6. Invite some volunteers to make dialogues.
Production(9 minutes) 1. Group work and individualwork2. The whole class work and group work3. The whole class work4. Individualwork 1. Students finish the writing work very quickly, thinking about the activities they did last Sunday. They can write about their own or their partners’ last Sunday.2. Students change their writing works. Read or find out the mistakes of spelling or grammar. 3. Students check whether the mistakes are in their own exercise books. Remember not to make the same mistake again.4. Choose a writing work from (1) or (2) and review Section A after class. 1. Finish Pr ( http: / / www.21cnjy.com )oject.Provide students with 3 minutes. Ask them to write down a passage according to the dialogue they did just now quickly.2. Ask students to change their writing works. 3. Summarize the mistakes and write them down on the blackboard.4. Homework(1) Assign the students to write a passage about last Monday.(2) Write a passa ( http: / / www.21cnjy.com )ge about their parents’ last Sunday. Cultivate students to care about their parents. (Students can choose one from(1)or (2))(3) Assign the students to review Section A of the next topic to prepare for the next class.
Teaching Reflection After rev ( http: / / www.21cnjy.com )iewing, almost all students can master the structure was/were +doing. When they write a passage, there are still some mistakes. Some students forget “was/were”, and some student use “do” directly. How careless! To solve this problem, I think practice can make students clearer.
Ⅶ. Blackboard design
Unit 3 Our HobbiesTopic 3 What were you doing at this time yesterday Section D G1 G2 G3 G4Grammar: Was/were+doingFunctions:I agree with you.I think so.You are quite right.I thought it was just so-so.I don’t agree.I don’t think so.
Students’ reviewing
