仁愛初中英語八年級上冊《Unit 3Topic 3 What were you doing at this time yesterday》教案A-D

Topic3Whatwereyoudoingatthistimeyesterday?

SectionA

I.Materialanalysis

SectionA的主要教學(xué)活動為la和3。

本節(jié)課主要是通過Maria和Jane打電話的圖片，引導(dǎo)學(xué)生復(fù)習(xí)電話用語和正在進(jìn)行

時，從而引出本課的語法點過去進(jìn)行時。在現(xiàn)在進(jìn)行時的基礎(chǔ)之上學(xué)習(xí)過去進(jìn)行時，可以

為學(xué)生的學(xué)習(xí)打下良好的基礎(chǔ)。本節(jié)課所要呈現(xiàn)的內(nèi)容有關(guān)學(xué)生的日常生活如：吃飯、睡

覺、看書、學(xué)習(xí)等。老師們可以根據(jù)教學(xué)內(nèi)容，設(shè)計模擬真實的情景，讓學(xué)生在真實情景

中習(xí)得語言。但是要熟練、正確地使用過去進(jìn)行時，并能在實際生活中學(xué)會用過去進(jìn)行時

談?wù)撍龅氖虑檫€是有一定的難度，要求老師們不斷創(chuàng)新，盡量將自己的課堂融入到生活

之中。

II.Teachingaims

Knowledgeaims：

1.能夠根據(jù)音標(biāo)正確拼讀answer,shower,serve,news,museum等。

2.能根據(jù)音標(biāo)書寫以下單詞：answer,shower,serve,news,nuseum和一些有關(guān)日

常行為的短語如：chatwithfriends,listento等。

3.能正確熟練地運用be+doing,初步學(xué)習(xí)was/were+doing的用法。

4.能運用本課所學(xué)語言，就過去或現(xiàn)在正在做的事情進(jìn)行正確的描述。

Skillaims：

1.能聽懂有關(guān)談?wù)撨^去和現(xiàn)在所做的事情，聽懂電話用語。

2.能正確地使用電話用語，并能在生活中自由談?wù)撟约汉退诉^去某一時間正在做的

事情。

3.能正確朗讀課本的文本材料，讀懂介紹某個時段在做什么的文章。

4.能用過去進(jìn)行時正確描繪、書寫自己某一天所做的事情。

Emotionalaims：

培養(yǎng)學(xué)生養(yǎng)成盡量多地使用英語表達(dá)自己的意思的習(xí)慣，將精力和注意力主要放在意思

的表達(dá)上，明白語言的交際功能。

III.Thekeypointsanddifficultpoints

Keypoints：

1.熟練使用電話用語。

2.學(xué)習(xí)過去進(jìn)行時。

3.學(xué)習(xí)有關(guān)活動的短語。如：chatonline,visitamuseum,listentothenews

Difficultpoints：

學(xué)習(xí)有關(guān)活動的短語如，chatonline,visitamuseum,listentothenews并能

夠?qū)⑦@些短語正確應(yīng)用于過去進(jìn)行時之中。

IV.Learningstrategies

1.上課之前多預(yù)習(xí)跟活動有關(guān)的短語能幫助你熟練was/were+doing的結(jié)構(gòu)。

2.讀文章之前先看看圖片提示能讓你更好的了解文章的內(nèi)容。

V.Teachingaids

Computermultimediaprojector,ticketsofconcert,somecardsoffamousstars

VI.Teachingprocedures

Interaction

StepStudentactivityTeacheractivity

pattern

1.Thewhole1.Volunteerscometo1.Checkstudents'

classworktheplatformtohomework.

andshowtheirposter,Inviteonegroupto

individuaandotherslistentoshowtheirposterand

1themcarefully.Andpresentitonthe

workthenfindouttheplatform.

mistakes.

2.Thewhole2.Studentsanswer,2.Givethegroupa

classwork“Theyaregivingasmiling

report.face.Thenask

students

Introduction3.Thewhole“Whataretheydoing

(4minutes)classwork3.Studentsanswernow?”

“We3."Whatareyoudoing

4.Thewholearehavingannow?”(reviewpresent

classworkEnglishclass.wcontinuoustense)

4.Studentslookat4.Askstudentstolook

theat

pictureandpredictthepictureandanswer

theanswerofthe“WhatareMariaand

questionwithJanedoing?”Write

presentcontinuousdownthequestionon

tense.theblackboard.

1.Thewhole1.Studentscanget1.Finishlb.Playla.

classworktheShowaquestion”What

information"Oh,IwasJanedoingatthis

wastakingatimeyesterday?”

shower."SoWrite

studentscangetdownthequestion

2.Individualtheunder

workcorrectanswerB.thelastquestion.

2.Showthepictureofla

2.Lookingattheagainonthescreen,

picture,studentsand

canseeacircledaskstudentstoguess

3.Thewholepicture.Theycan"What'sthemeaning

classworkgetthemeaningof

withthehelpof'takeashower'

teacherysguidance.according

tothepicture?”

4.Thewhole3.Readthenewwords3.Teachthenewwords

classworkandphrasesaftertheandphrases“takea

teacher.Studytheshower,answer,hold

newphrases.theline,callsbtodo

sth”.Writethemdown

5.Thewholeontheblackboard.

Presentatclasswork4.Readafterthetape4.Playlasentenceby

ionandsentencebysentence.sentence.

(15individualPaymoreattentionto

minutes)orktheintonationand

pronunciation.5.Provide2minutesfor

6.Thewhole5.Readthepassagestudentstoreadthe

classworkcorrectlyandpassageandunderline

7.Thewholeunderlinethethe

classworkstructure.Askforstructure

helpiftheyneed.awas/were+doingM.

6.Listentolathelast6.Playlathelasttime.

8.Individualtime,followingthe

worktape.7.Roleplay.Girlsplay

7.ReadthepassageMaria,boysplayJane

9.Thewholetogether.whileteachercanplay

classworkJane'smother.

and8.Finish1c.Show

groupwork8.Lookatthepicturesof

pictures1ctostudents.Ask

carefullyandwritestudentstowritedown

downthephrases.thephrasesfirst.

9.Practiceafterthe9.Provide3minutesfor

example.Handsupstudentstopractice.

1.Thewhole1.Eachpairshares1.Askseveralpairsto

classworktheirshare

andpairconversation.theirconversations.

workOthers

2.Groupworkchecktheir2.Askstudentstodiscuss

conversation.the

2.Discussingroupsstructureingroups.

3.Thewholeand

classgetthekeypoint3.Finish2.

workawas/wereTeacheremphasizesthe

4.Thewhole+doing”.structure.

class3.Remembertheusage4.Showpart2tostudents.

andofthisstructure.(Makestudentsknowthat

individual4.Readandbeif

workfamiliarwearefamiliarwiththe

withthepassage.passage,wecangetthe

(Itiscorrectanswerquickly.)

importantfor5.Play2.

5.Individuallistening.)Teachthestudentsthat

workwhenwelistenforthe

firsttime,weshouldget

themainideaandtryto

5.Readthepassagerememberthe

carefully.Trytoanswer.Don'twritethe

findanswerdownquickly

somekeypointsbecause

whichstudentscan'twrite

Consolidati

6.Thewholecanhelplistening.downall

on

classworktheanswersatthefirst

(9

7.Thewholetime.

minutes)

classwork6.Play2.

7.Play2forthethird

6.Listento2andtime.

fillin

8.Thewholetheblanksquickly.

classwork7.Checktheanswers

andtheyfillin,

individualpaying8.Checktheanswers

workmuchattentiontotogether

theandaskstudentsto

verbformsandunderlinetheform

spellings.“was/were+doing".

9.Thewhole8.Checktheanswers

classandand

individualunderlinetheform

workMwas/were+doingw.

1.Groupwork1.Learnnewwordsin1.Writedown"chat,

groups.Guessthenews,

meaningsaccordingmuseum,roastduck”

toontheblackboard.

thepictures.From

the

pictureseverygroup

2.Thewholecanknowatleast

classworkthisword:Beijing2.Checktheanswers.

RoastDuck.Make

3.Groupwork2.Studythemeaningofsurestudentsknowthe

eachword.meaningofeachword.

3.Teachthe

3.Studentsreadthepronunciation

4.Thewholenewbygivingthephonetic

classworkwordsaccordingtosymbols.

thephoneticsymbols.

Groupleaderscan4.Askstudentstoread

5.Pairworkhelpothers.the

Practice

4.Readtheexampleandexampleof3

(8

makeaconversation.carefully.

minutes)

6.IndividualAndmakeupa

workconversationlikethe

5.Studentsreadtheexample.

example5.Invitesome

justbychangingsomevolunteersto

parts.practice.

7.Pairwork6.Answerthisquestion

accordingtotheir6.Makesurealmostall

ownsituation.the

studentscanchange

the

example.Thengivea

7.Practicethisquestion,“Khatwere

functionalyou

sentenceintherealdoingatthistime

situation.yesterday?"

7.Givestudentsseveral

minutestopractice.

1.Groupwork1.Everyonetries1.Doacompetition.

his/herMakeasurvey.

besttointerviewWhoisthefastest?

moreclassmates.Askstudentsto

Theycanreviewla.interview

Thephrasesin1ctheirclassmatesabout

and3canalsohelp“Whatwereyoudoing

themalot.at

thistimeyesterday?w

Dividetheclassinto

two

parts.Thestudent

2.Thewholefroir.

classworkpart1isthe

2.Studentsareveryinterviewer,

happywhilepart2aimsto

atthistime,butanswerquestions.

3.Thewholepartisvery2.Evaluatestudentsand

classworkimportantforthemgivethemsmiling

toimprovetheirfaces.

confidence.

3.Group1readthewords

aloudwhileother

groupsspellthem3.Teachershows

Productio

out.important

n

Thenstudentsreadlanguagepointsonthe

(7

thewordsandcomputerscreenasa

minutes)

phrasessummary.

together.(1)WordsList:

StudentspracticeStudents

thegrammar.havetoreadand

spellthefollowing

words

4.Thewholecorrectly.

classwork

shower,chat,news,

and

museum,roastduck,

individual

takeashower,atthis

work

time,chatwithfriends

4.Studentsteach(2)Grammar

themselves

was/were+doing

SectionBafter

class.1.Homework

PrepareSectionB

after

class.

It'seasyforthestudentstorememberthestructure

“was/were+doing“becausetheyknowthepresentcontinuous

Teachingtense,butit'salittlehardforthemtouseit.Whenstudents

Reflectiowriteapassageoraconversation,theyoftenforget“doing”

or“was/were”.Teachersshoulddesignmoreactivitiesto

practicethisstructureinSectionB.

VII.Blackboarddesign

Unit3OurHobbies

Topic3Whatwereyoudoingatthistimeyesterday?

SectionA

Whatareyoudoingnow?G1G2G3G4

WhatwasJanedoingatthistimeyesterday?

Whatwereyoudoingfromseventonineyesterday?

Iwas...Wereyoulisteningtomusic?

chatwithfriends

visitamuseumgoskating

playthepianoactivities

dosomereading

Topic3Whatwereyoudoingatthistimeyesterday?

教學(xué)內(nèi)容分析及課時分配建議：

本話題圍繞周末活動而展開。主要內(nèi)容包括：由Maria打電話給Jan?,詢問她在過去某個

特定的時刻在做什么事情，引出了本話題的語法一一過去進(jìn)行時態(tài)。然后Jane和Michael

討論《哈利波特》觀后感，引出同意和不同意的功能用語。為了增強趣味性，教材還編排

了家喻戶曉的童話故事TheLittleMatch和動畫片Tomand"rry來反復(fù)呈現(xiàn)鞏固

過去進(jìn)行時態(tài)。最后，教材還介紹了周末的來歷。通過學(xué)習(xí)本話題，學(xué)生能夠正確使用過

去進(jìn)行時態(tài)，并通過優(yōu)秀文學(xué)作品的學(xué)習(xí)陶冶了人文情操。

本話題建議用5個課時來完成：

第一課時:SectionA一la,lb,lc,4

第二課時：SectionB-la,lb,1c,2a,2b

第三課時：SectionA—2,3,SectionC-2,SectionB_3a,3b

第四課時：SectionC一la,lb,1c

第五課時：SectionD-GrammarandFunctions,1,2,Project

第一課時(SectionA—la,lb,1c,4)

教學(xué)設(shè)計思路：

本課時主要是初步學(xué)習(xí)過去進(jìn)行時態(tài)，描述過去某個特定時刻所進(jìn)行的活動。首先通過玩

“找不同”游戲，復(fù)習(xí)現(xiàn)在進(jìn)行時態(tài)及動詞的ing形式。教師通過對比不同的時刻所做的

事情導(dǎo)入到過去進(jìn)行時的學(xué)習(xí)。讓學(xué)生通過觀察，比較得出過去進(jìn)行時的結(jié)構(gòu)。然后教師

讓學(xué)生通過看圖片描述活動來操練過去進(jìn)行時的結(jié)構(gòu)。隨后教師讓學(xué)生模仿例句編對話，

進(jìn)一步操練過去進(jìn)行時完成1c。完成詞匯和語法的導(dǎo)入后，直接讓學(xué)生聽la的對話，完

成1b。接著教師讓學(xué)生讀la,找出知識點，并鼓勵學(xué)生進(jìn)行角色扮演，完成lao最后讓

學(xué)生談?wù)撟约旱闹苣┗顒?，再一次操練過去進(jìn)行時態(tài)，完成本課時。

I.Teachingaims

1.Knowledgeaims：

(1)學(xué)習(xí)并掌握新詞匯。

answer,takeashower

(2)初步學(xué)習(xí)過去進(jìn)行時。

2.Skillaims:

(1)能夠運用常用的電話用語。

(2)能夠描述過去某個時刻正在發(fā)生的動作。

3.Emotionalaims:

4.Cultureawareness:

ILThekeypointsanddifficultpoints

1.Keypoints:

(1)初步掌握過去進(jìn)行時的基本構(gòu)成。

(2)用過去進(jìn)行時描述過去某個時刻正在發(fā)生的動作。

2.Difficultpoints：

區(qū)分一般過去時態(tài)與過去進(jìn)行時的時間差異。

DI.Learningstrategies

1.善于以舊知識聯(lián)系新知識。如：利用現(xiàn)在進(jìn)行時來學(xué)習(xí)過去進(jìn)行時態(tài)。

2.善于在模仿中獲得語言經(jīng)驗。

IV.Teachingaids

多媒體課件/各種活動的圖片/錄音機

V.Teachingprocedures

Stage1(lOmins)：Revision

StudentDesigning

StepTeacheractivity

activitypurpose

GreettheSsandletthemPlay“Findthe通過游戲復(fù)習(xí)現(xiàn)在

play"Findthedifferences”to進(jìn)行時，復(fù)習(xí)動話

differences“toreviserevisepresent的現(xiàn)在分詞形式。

presentcontinuoustense.continuoustense.

T：Goodmorning,class.Ss:Good

T:Howareyoudoing?morning,Mr...

T:DoyouhaveagoodSs:Fine,thanks.

eye,boysandgirls?

T:Great!Thenlet'spla,Ss:Yes.

“Findthedifferences".

(Classactivity)

Lookatthepictures,

pleasepointoutthe

differencesbetweenthem.

Goahead,nov.

SI:Theboyis

fishinginPicture

One,butheis

swimminginPicture

T:Youhaveagoodeye.WhaTwo.

else?

S2:Themonkey

is...,but

S3:...

S4:...

T:DoyouknowwhyIaskyoi

toplaythegame?

S9:Torevise

T:Whatacleverboy!Whocontinuoustense.

cantellusthebasic

structureofpresent

continuoustense?Slo:am/is/are+

T:Wonderful!Thenhowtcv-ing.

add“ing”?

Sil:...

SI2:..

T:Welldone!Look,Ihavt

somepictures,pleasespeai

outtheactivitieswith

"ing".(Showspicture)

S14:Playing

basketball

S15:Washingsome

clothes

Remark：因為本課主要是學(xué)習(xí)過去進(jìn)行時，本環(huán)節(jié)是要學(xué)生熟悉動詞的現(xiàn)在分詞形式，教師所呈

現(xiàn)的圖片應(yīng)該是包含各種各樣的活動,教師還可以讓學(xué)生總結(jié)一下動詞加-ing形式的變化規(guī)則。

教師還可以出示一些圖片，讓學(xué)生用-ing形式描述。最好要包含la和1c中的動詞。如：

practicingtheviolin,takingashower等。

Stage2(12mins)：Pre-listening

Designing

StepTeacheractivityStudentactivity

purpose

IntroducethenewgrammarLearnthenew導(dǎo)入到新詞匯和

bycomparing.grammar.新語法。完成lCo

T：Perfectperformance/

WhatclassarewehavingSs:Wearehavingan

now?Englishclass.

T:Whatclasswereyou

havingatthistime

yesterday?\WritesdownonSs：HavingaChinese

theBb)class.

1；Classactivity)

T:Good.Andwe'dbetter

say“We卬e/ehavingaSs:Wewerehavinga

Chineseclass.”(WritesChineseclass.

downontheBb)PleasesaySs:Youaregivinga

itagain,class.lessonforus.

T:WhatisMr.Xudoing

now?

T:Right.ButIwasSI:...

checkingyourhomeworkatS2:...

thistime

yesterday.(Writesdownon

theBb)Lookatthese

sentences,canyoufind

somethingdifferent?Ss:am/is/are+

v-ing

T:Correct.ColumnAis

presentcontinuoustenseSs:were/was

andColumnBispast+v-ing.

continuoustense.The

structureofpresent

continuoustenseis

T:ThenhowaboutpastS3:Shewasplaying

continuoustense?theviolin.

T:Absolutelyright!

(Showspicture)Look!WhatS4:Hewastakinga

wasJanedoingatthistimebath.

yesterday?

T:Yes/WhatwasKangkang

doingatthistimeSs:Yes.

yesterday?

T:Right!You'dbettersay

hewastakingashower.

Areyoufamiliarwiththe

newtensenow?S5:Whatwere....?

T:Then,lookattheS6:Iwas

picturesin1candmakeupS5:Iwas…

conversations.Youmay

followtheexample.

T:XxxandXxx,pleaseshow

usyourconversation.

Remark:教師在導(dǎo)入過去進(jìn)行時態(tài)，一定要在黑板上板書，并把其結(jié)構(gòu)部分用顏色筆顯現(xiàn)出來。

最好把現(xiàn)在進(jìn)行時態(tài)和過去進(jìn)行時態(tài)分成兩欄，以便學(xué)生觀察得出過去進(jìn)行時態(tài)的結(jié)構(gòu)。

Stage3(5mins)：While-listening

Designing

StepTeacheractivityStudentactivity

purpose

LettheSslistentolaandListentolaand訓(xùn)練學(xué)生的聽力

finishlb.finishlb.技能，完成lb。

T：Now.Let'slistentoa

conversationandanswerthe

questionsontheBb.Read

thequestionsfirst.

[Individual

T:Canwebegin?Ss:Yes.

work)

T:Onceagain?Ss:No.

T:Xxx,whatisMariadoing

now?SI:Sheiscalling

T:IsJanewms坪eringtheJane.

phone?Xxx,you,please.

S2:No.Awomanis

T:Howdoyouknowsheansweringthe

isnftJane?phone.

S2:Thewomansays

T:Right!Xxx,WhatisJane“Holdtheline,

doingthen?please”.

T:...

T:WhatwasJanedoingatS3:...

thattimeyesterday?S4:...

S5:Shewastakinga

shower.

Remark：lb的聽力任務(wù)非常簡單,教師還可以設(shè)計更多的問題。如：WhatareMariaandJane

doingnow?WhatisJanedoingatthemoment?等。教師把這些問題首先展示出來，讓學(xué)生

帶著問題去聽。

Stage4(5mins)：Post-listening

Designing

StepTeacheractivityStudentactivity

purpose

LettheSsreadlaandfindReadlaandfindout復(fù)習(xí)電話用語。

outtheusefulexpressions.theuseful訓(xùn)練學(xué)生概括重

T：Fine.Youhaveansweredexpressions.點的能力。

1(Individualthequestionscorrectly.

work)Now,pleasereadlaandfind

outtheuseful

expressions.Goahead.

T:Foundout?Ss:Yes.

T:Xxx,willyoupleasetell

ustheexpressionsabout

makingaphonecall?SI:Hello/Thisis

Mariaspeaking.

MayIspeaktoJane?

Holdthe

T:Great.Moreexpressions?