八上仁爱版英语Unit 3 Topic 3 What were you doing from seven to nine yesterday Section B教学设计.doc

八上仁爱版英语Unit 3 Topic 3 What were you doing from seven to nine yesterday Section B教学设计
The main activities are 1a, 1c, and 2a. 本课重点活动是1a, 1c和2a.
Ⅰ.Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
agree, pleasant, agree with sb., handsome, useful, sad, make a face, laugh, sky
2. Go on learning the Past Continuous Tense:
(1) — What were you doing at this time last night?
— I was watching the movie, Harry Potter.
(2) Because I made faces and made my classmates laugh when she was giving us a lesson.
(3) What was the mouse doing when the cat knocked at the door?
3. Learn to express agreement and disagreement:
— I think classical music is pleasant.
—
I agree with you. / Yes, I think so.
I don’t agree. / No, I don’t think so. I think it’s boring.
Ⅱ. Teaching aids 教具
挂图/录音机/小黑板/卡片/课件
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (通过谈论昨晚S2同学的生日聚会，来复习过去进行时的肯定句。)
T: Yesterday was S2’s birthday. He/She had a party at home. And most of you took part in it. Did you enjoy yourselves at the party?
Ss: Yes, we did.
T: You did lots of things at the party. Right?
Ss: Yes. We were very happy.
T: Would you please tell me what you were doing at different times one by one?
Ss: Yes, we will.
T: Go, please.
S1: I was playing the guitar at eight o’clock yesterday evening.
S2: Nancy and I were singing the song Take Me to Your Heart at about 8:15 at the party.
S3: …
2. (由教师设置情境，没参加S2生日聚会的同学，就昨天晚上的某个时间在做什么进行问答，复习过去进行时的特殊疑问句。)
Example:
T: What were you doing at 8:00 yesterday evening?
S4: I was doing my homework. What were you doing at 8:30 yesterday evening?
S5: I was watching TV. What were you doing from 9:00 to 9:30 yesterday evening?
S6: I was studying. What were you doing at 10:00 yesterday evening?
S7: I was sleeping. What were you doing from 6:00 to 6:30 yesterday evening?
S8: I was having supper …
…
3. (学生两人一组就今天早上大约五点钟时所做的事情做猜谜游戏，来练习过去进行时的一般疑问句。)
S9: Were you playing the piano at about five o’clock this morning?
S10: No, I wasn’t.
S9: Were you getting up?
S10: Yes, I was. It’s your turn.
…
(过渡到本节内容。)
T: Whose parents were watching movies on TV at this time yesterday morning?
S11: My parents. They like watching movies very much.
(教师面向全体学生。)
T: Do you like watching movies?
Ss: Yes.
T: Do you like Harry Potter?
Ss: Yes. Very much.
3. (教师出示1a的挂图:电影《哈利·波特》的海报，或电影录像的片断。欣赏后师生问答。)
T: What do you think of the movie? Wonderful or terrible?
S12: It’s very wonderful.
T: (手指S12) S13, he thinks the movie is wonderful. Do you think so?
S13: Yes, I think so.
T: Oh, that means you agree with him. I also agree with him and I think the scenes are beautiful, too.
(板书)
agree agree with sb.
(解释以上板书内容。)
T: Who thinks the movie is terrible? Hands up, please!
S14: I think it’s terrible. But I like the music in it.
T: Oh, you don’t agree with S12. But you think the music is sweet and pleasant.
(板书)
pleasant
T: What do you think of the boy, Harry Potter?
S15: He’s very clever.
S16: He’s very brave.
…
T: Yes, I agree with you. And I think he’s handsome, too. Do you agree with me?
Ss: Yes.
(板书)
handsome
T: OK. Now let’s listen to 1a and find out: What do Maria and Jane think of the movie?
(过渡到下一步。)

Step 2 Presentation 第二步 呈现(时间:6分钟)
1. (教师用小黑板出示设置的听力问题，让学生带着问题听1a录音，然后回答问题。)
(1) What does Jane think of the movie?
(2) What does Maria think of the movie?
(核对答案。)
2. (学生再听1a录音，回答小黑板上的三个细节问题。)
(1) Do they think the scenes are beautiful?
(2) Do they enjoy the music?
(3) What do they think of Harry Potter?
(核对答案。)
3. (让学生阅读对话，完成下列表格。)
(用小黑板或幻灯片出示表格。)
Content
Name
The movie
The scenes
The music
The boy
Jane

Maria

T: Read the dialog by yourselves. Find out what Jane and Maria think of the movie, the scenes, the music and the boy. Then complete the table.
4. (学生齐读1a，同时画出表示同意和不同意的句子。)
(核对答案。)
(1) I don’t agree.
(2) No, I don’t think so. I think they are just so-so.
(3) I agree with you.
(4) Mmm, you are quite right.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (让学生听1a录音，学生跟读并模仿。注意语音语调。)
2. (学生分两组朗读对话。)
3. (让学生两人一组练习对话。)
4. (让三名同学就小黑板上表格信息，用自己的话来复述1a对话中两个主人公对电影Harry
Potter的评价。其中一名同学做导入。)
S1: Jane and Maria saw the movie Harry Potter last week. They had their own opinions about it. Now talk about what they think of the movie. S1, please.
S2: Jane thinks …
S3: Maria doesn’t agree with all of Jane. She thinks …
5. (根据1a对话，鼓励学生谈论其他看过的电影。)
(两分钟后，请2—3组学生表演，完成1b。)
6. (小组活动。每组发给一张写有某一观点的卡片，四人一组讨论并陈述自己对这一观点的看法，完成1c。)
(老师出示第一张卡片，卡片上写着：classical music, pleasant。)
Example 1
S1: I think classical music is pleasant.
S2: Yes, I think so.
S3: I agree with you.
S4: I agree with you, too.
(老师出示第二张卡片，上面写着：computer, useful。)
(板书)
useful
Example 2
S5: I think the computer is useful.
S6: No, I don’t think so.
S7: I don’t agree with S5, either. I think it’s bad for our study.
S8: …
T: You aren’t listening to your teacher when/while he/she is giving you a lesson. Is it good or bad? And what’s the teacher’s feeling? Let’s talk about the picture in class and find out the answers.
Step 4 Practice 第四步 练习(时间:12分钟)
1. (出示2a挂图，跟学生一起讨论。)
T: What’s the boy doing?
S1: He is ...
T: He is making faces. What are the other children doing?
SS: They are …
T: They are laughing.
(教学板书新词，并解释make faces。)
make a face = make faces
laugh
T: OK, is making faces in class bad or good?
Ss: It’s bad.
T: The teacher must be angry with him. Do you think so?
Ss: Yes.
T: When the teacher is angry with him, what’s the boy’s feeling? Is he happy or sad?
(板书sad并画一个 。)
sad
T: The boy must be sad. Do you agree with me?
Ss: Yes.
T: Now look at the picture again. The boy made faces and made his classmates laugh when the
teacher was giving them a lesson.
(板书)
The boy made faces and made his classmates laugh when the teacher was giving them a lesson.
T: What did Bill do in class? And what does Kangkang think of that? Please listen to 2a and answer the questions.
(过渡到下一步。)
2. (设置听力任务，让学生听2a录音，回答小黑板上的问题。)
(1) What did Bill do in class?
(2) What did Kangkang think of that?
(核对答案。)
(学生再听2a录音，回答小黑板上的另几个问题。)
(3) Why did Bill look so sad?
(4) Why was Miss Wang angry with Bill?
(5) What advice did Kangkang give to Bill?
(6) Did Bill agree with Kangkang? What did he say to Kangkang?
(核对答案。)
3. (全班分两组朗读课文。)
4. (让学生把2a对话改写成短文之后同桌互相批改。)
5. (把2b中的四幅图片制成卡片，并附有相关的动词或短语提示，如：take a shower, knock at展示给学生。让学生两人一组练习对话，要求使用when引导的时间状语从句。教师可以先做示范。)
T: Look at picture 1. What was the mouse doing when the cat knocked at the door?
SS: He was taking a shower when the cat knocked at the door.
(板书knock at，并教学。)
(板书)
knock at
6. (听2b录音，回答问题，完成2b。)
(再听一遍录音，核对答案，并板书。)
(1) He was taking a shower.
(2) He was sleeping.
(3) He was carrying the cat’s cake.
(4) They were chatting happily.
7. (引导学生观察并总结过去进行时与表示过去的时间状语从句连用时的结构。即通常是其中一个动词用一般过去时，另一个动词使用过去进行时。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
1. (选一部学生们最喜欢的电影，让他们把评价填入出示在小黑板上的表格中。)
Name of the movie
The movie
The scenes
The music
The actor

(让学生根据表格信息对话，要使用表示同意和不同意的句子。)
2. (把学生分为四人一小组进行下面的活动：回忆本节课前，当老师进来的时候，你正在做什么。把调查结果填入由小黑板出示的表格中。)
Name
What was he/she doing when the teacher came in?

(由一名学生把本组的调查结果汇报给全班同学。)
3. Homework:
把汇报结果写成一篇语意连贯的小短文，并陈述自己的观点，即上课铃声响了，老师走进教室之前，学生们应该做什么。
(第二天把作文交给老师批阅。)
板书设计:
What were you doing from seven to nine yesterday?
Section B
agree with sb. I agree with you.
make a face Yes, I think so.
knock at I don’t agree.
No, I don’t think so.