河北省沙河市八年级英语上册 Unit 3 Our Hobbies Topic 3 What were you doing at this time yesterday Section D教案 （新版）仁爱版-（新版）仁爱版初中八年级上册英语教案.doc

Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section D
Ⅰ.目标定位
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. 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, 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地学习单词。
Ⅴ. Teaching aids
Computer multimedia projector
Ⅵ. Teaching procedures

Step
Interaction pattern
Student activity
Teacher activity
学生自学
(5 minutes)
1. The whole
class work

2. Individual work

3. Group work

4. Group work

1. Focus their attention
on the teacher.

2. One student 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
together, and writes 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. Get students ready for
learning.

2. Invite students to tell a
short story.

3. Divide students into two groups. One group evaluates the story and the students’ performance. The other
group shows their
expressions.

4. Organize students to
practice.
民主讨论
(13 minutes)
1. The whole
class work

2. Group work

3. Group work
and the whole class work

4. The whole
class work

5. The whole
class work

6. Individual work

1. Read through Sections A-C. Write down some sentences on the paper.
They may write down
some words, phrases
or some sentences.

2. Put the six notebooks 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 words. 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.

个性展示
(8 minutes)
1. The whole
class work

2. Group work
and individual work

3. Individual work and the whole class work

4. Individual
work

5. Group work
and individual work.

6. The whole
class work and group work

7. 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 not
know the answers
according 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 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
correct expressions.

6. Invite students to share
their answers with 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.
当堂检测
(10 minutes)
1. Individual work

2. Individual work

3. Group work

4. Group work

5. Group work

6.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 about 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 good 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 their partners. Teacher can help students by giving the questions：
What do you often do on
Sundays?
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.
课堂小结
(9 minutes)
1. Group work
and individual
work

2. The whole
class work
and group
work

3. The whole
class work

4. Individual
work
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 with each other. 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 Project.
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 passage 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 reviewing, 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 students use “do” directly. How careless! To solve this problem, I think practice can make students clearer.

Ⅶ. Blackboard design
Unit 3 Our Hobbies
Topic 3 What were you doing at this time yesterday?
Section D

Students’ reviewing
G1 G2 G3 G4
Grammar:
Was/were+doing
Functions:
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.