2023學(xué)年完整公開課版教案：Unit3Topic3SectionA

八年級(jí)上冊(cè)教案設(shè)計(jì)Unit3OurHobbiesTopic3Whatwereyoudoingatthistimeyesterday?SectionAⅠ.MaterialanalysisSectionA的主要教學(xué)活動(dòng)為1a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(shí)，從而引出本課的語法點(diǎn)過去進(jìn)行時(shí)。在現(xiàn)在進(jìn)行時(shí)的基礎(chǔ)之上學(xué)習(xí)過去進(jìn)行時(shí)，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(jì)模擬真實(shí)的情景，讓學(xué)生在真實(shí)情景中習(xí)得語言。但是要熟練、正確地使用過去進(jìn)行時(shí)，并能在實(shí)際生活中學(xué)會(huì)用過去進(jìn)行時(shí)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.TeachingaimsKnowledgeaims：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,museum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(yùn)用be+doing,初步學(xué)習(xí)was/were+doing的用法。4.能運(yùn)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(shí)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(gè)時(shí)段在做什么的文章。4.能用過去進(jìn)行時(shí)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.ThekeypointsanddifficultpointsKeypoints：1.熟練使用電話用語。2.學(xué)習(xí)過去進(jìn)行時(shí)。3.學(xué)習(xí)有關(guān)活動(dòng)的短語。如：chatonline,visitamuseum,listentothenewsDifficultpoints：學(xué)習(xí)有關(guān)活動(dòng)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(shí)之中。Ⅳ.Learningstrategies1.上課之前多預(yù)習(xí)跟活動(dòng)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.TeachingaidsComputermultimediaprojector,ticketsofconcert,somecardsoffamousstarsⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(4minutes）1.Thewholeclassworkwork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork1.VolunteerscometotheplatformtoshowtheirAnd2.3.Studentsanswer“WearehavinganEnglishclass.”4.Studentslookatthepictureandpredicttheanswerofthequestion1.Inviteonegrouptoshowtheirposterandpresentitontheplatform.2.Givethegroupasmilingface.Thenaskstudents3.“Whatareyoudoingnow?”(reviewpresentcontinuoustense)4.Askstudentstolookatthepictureandanswer“WhatareMariaandJanedoing?”WritedownthePresentation1.Thewholeclasswork2.3.ThewholeclassworkThewholeclasswork5.Thewhole6.Thewholeclasswork9.Thewholegroupwork1.Studentscangettheinformation“Oh,Iwastakingashower.”SostudentscangetthecorrectanswerB.2.Lookingatthepicture,picture.Theycangetthemeaningwiththe3.Studythenewphrases.4.Readafterthetapeintonationandpronunciation.5.Readthepassagethestructure.Askforhelpiftheyneed.6.followingthetape.7.Readthepassagetogether.8.Lookatthepicturescarefullyandwritedownthephrases.9.Practiceaftertheexample.Handsupifnecessary.1.Finish1b.Play1a.Showaquestion“WhatwasJanedoingatthistimeyesterday?”Writedownthequestionunderthelastquestion.2.Showthepictureof1aagainonthescreen,andaskstudentstoguess“What’sthemeaningofdingtothepicture?”3.Teachthenewwordsandphrases“takeashower,answer,holdtheline,callsbtodosth”.Writethemdownontheblackboard.4.Play1asentencebysentence.5.Provide2minutesforstudentstoreadthepassageandunderlinethestructure“was/were+doing”.Play1athelasttime.7.Roleplay.GirlsplayMaria,boysplayJanewhileteachercanplayJane’smother.8.9.Provide3minutesforstudentstopractice.Observeifmoststudentsaftertheexample.1.pair2.Groupwork3.work4.and5.6.Thewholeclasswork7.Thewholeclasswork8.Thewholeclasswork9.Thewholeclassand1.Eachpairsharestheirconversation.Others2.Discussingroupsandgetthekeypoint“was/were+doing”.3.Remembertheusageofthisstructure.4.Readandbefamiliarwiththepassage.(Itis5.Readthepassagecarefully.Trytofindsomekeypointswhichcanhelplistening.6.Listento2andfillintheblanksquickly.7.Checktheanswerstheyfillin,payingmuchattentiontotheverbformsandspellings.8.Checktheanswersand.tochangethesestatementsintogeneralquestions.9.questionsonthestudytogether.Teacheremphasizesthestructure.generalquestionsontheblackboard.Practice1.Groupwork2.Thewholeclasswork3.Groupwork4.Thewholeclasswork5.Pairwork6.7.Pairworkgroups.Guessthemeanings1.Writedown“chat,news,museum,roastduck”ontheblackboard.2.Checktheanswers.Makesurestudentsknowthemeaningofeachword.3.Teachthepronunciationbygivingthephoneticsymbols.4.Askstudentstoreadtheexampleof3carefully.liketheexample.5.Invitesomevolunteerstopractice.6.Makesurealmostallthestudentscanchangetheexample.Thengiveaquestion,“Whatwereyoudoingatthistimeyesterday?”7.Givestudentsseveralminutestopractice.Production1.Groupwork2.Thewholeclasswork3.Thewholeclasswork4.Thewhole1.Everyonetrieshis/herbesttointerviewmoreclassmates.Theycanreview1a.Thephrasesin1cand3canalsohelpthemalot.2.atthistime,butpartistoimprovetheirconfidence.3.aloudwhileothergroupsspellthemout.Thenstudentsreadthewordsandphrasestogether.Studentspracticethegrammar.4.StudentsteachthemselvesSectionBafterclass.1.Doacompetition.Makeasurvey.Whoisthefastest?Askstudentstointerviewtheirclassmatesabout“Whatwereyoudoingatthistimeyesterday?”Dividetheclassintotwoparts.Thestudentfrompart1istheinterviewer,whilepart2aimstoanswerquestions.2.Evaluatestudentsandgivethemsmilingfaces.3.Teachershowsimportantlanguagepointsonthecomputerscreenasasummary.(1)WordsList:Studentshavetoreadandspelltheshower,chat,news,shower,chat,news,museum,roastduck,takeashower,atthistime,chatwithfriendsFocus：(2)Grammarwas/were+doingwas/were+doing4.HomeworkPrepareSectionBafterclass.“whatwereyoudoinglastitinthenextclass.TeachingReflectionIt’seasyforthestudentstorememberthestructure“was/were+doing”becausetheyknowthepresentcontinuoustense,butit’salittlehardforthemtouseit.Whenstudentswriteapassageoraconversation,theyoftenforget“do