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教案
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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
本节课的主要活动为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：dark, match, voice, hungry, beat, burn, stove, goose,
disappear, flame, dead。
2. 能理解下列单词的含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XX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 work
2. Individual work and group work
3. The whole
class work
4. The whole
class work
5. 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 “wake 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 homework.
Invite students to perform their conversations.
(Observe which group talks about Tom and Jerry.)
2. Ask students to look at
the pictures of 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 work
2. Individual
work and the whole class
work
3. The whole
class work and group work
4. Individual work
5. Individual work
6. 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.
6. Remember the reading
strategies.
1. Finish 1a.
Show the covers 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 picture about the little match girl. Invite students to tell us the story. 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.
6. 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 work
2. The whole class work
3. Individual work
4. Individual work
5. Group work
and the whole class work
6. The whole class work and
group work
1. Students check the
answers together.
2. Students can find that 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 words 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 students to underline the sentences which can help them fill in the table in 1b.
5. Teach the 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 and
pair work
2. Group work
and individual work
3. Individual work
4. Individual work
5. Pair work
and individual
work
1. Read paragraph 1. 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 the paragraph 1. If students can’t, they can adjust some words to write.
3. Students read the 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 students 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 retell 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. Individual
work and the whole class
work
2. The whole
class work
3. The whole
class work and individual
work
4. The whole
class work and
individual
work
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 volunteers 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
the best a certification.
3. Teacher 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 ory 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 Hobbies
Topic 3 What were you doing at this time yesterday?
Section C
G1 G2 G3 G4
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