初中英语仁爱科普版八年级上册Topic 3 What were you doing at this time yesterday?教学设计

这是一份初中英语仁爱科普版八年级上册Topic 3 What were you doing at this time yesterday?教学设计，共7页。

Tpic 3 What were yu ding at this time yesterday?
Sectin 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。Sectin 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
Knwledge aims：
1. 能根据音标自己拼读下列生词：dark, match, vice, hungry, beat, burn, stve, gse,
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, vice, hungry, beat, burn, stve, gse, 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文水平相当的故事。
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。
Emtinal 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 pints and difficult pints
Key pints：
1. 复习was/were+ding 的形式。
2. 学习过去进行时和一般过去时的综合使用。
Difficult pints：
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
Cmputer multimedia prjectr, cvers f fairy stries
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(6 minutes)
1. The whle class wrk and grup wrk
2. Individual wrk and grup wrk
3. The whle
class wrk
4. The whle
class wrk
5. The whle
class wrk
1. Students perfrm their
cnversatins. Review was/were+ding and
the expressins f
agreement and
disagreement.
2. Students lk at the
funny pictures, and get
the meaning f “wake up” accrding t the picture and the wrd “sleep”. Knw “happily” accrding t “happy”.
3. Fill in the blanks with the crrect frms f the key wrds.
4. Check the answers.
Pay attentin t the
frm.
5. Put the fur statements
tgether, and then
make it a shrt stry.
1. Check the hmewrk.
Invite students t perfrm their cnversatins.
(Observe which grup talks abut Tm and Jerry.)
2. Ask students t lk at
the pictures f 2 n page 76 and guess the meaning f the phrase “wake up” and the wrd “happily”.
3. Shw pictures in part 2
ne by ne.
4. Check the answers and
remind students “Dn’t
frget the ‘be’”.
5. Encurage students t make a shrt stry accrding t the 4 pictures.
Presentatin
(10 minutes)
1. The whle
class wrk
and grup wrk
2. Individual
wrk and the whle class
wrk
3. The whle
class wrk and grup wrk
4. Individual wrk
5. Individual wrk
6. Individual wrk
1. Students discuss in
grups. The titles n
page 75 can help them a lt.
2. Chse a picture. And
try t tell us a stry
abut the picture. They
can express their
meaning well with the
help f gestures,
tngue and demnstratin.
3. Organize wrds and
discuss in grups. Try
t tell the stry in English. Use the wrd “match” in the stry.
4. Read the passage quickly. Try t fill in sme
blanks in 1b.
5. Read the passage
carefully. Students can find that they can fill
in the blanks even there are many new wrds.
6. Remember the reading
strategies.
1. Finish 1a.
Shw the cvers f the fur fairy stries in 1a n the screen tgether. Give a questin “Can yu guess the stries accrding t the pictures?”
2. Encurage students t
chse ne picture frm
the fur. Ask students t
tell the stry abut the
picture.
3. Shw a picture abut the little match girl. Invite students t tell us the stry. If there are t many new wrds students can’t express, they can use Chinese. At the same time, teach the wrd
“match” by shwing the picture.
4. Ask students t read the
stry quickly. Get the
main idea abut the passage. Shw 1b t students.
5. Prvide students 2 minutes
t read the passage carefully. And finish 1b.
6. Tell the students “When
we are reading, we needn’t translate every wrd int
Chinese. Get the main
idea and find ut the
place where may find the
crrect answer.”
Cnslidatin
(10 minutes)
1. The whle class
wrk and
individual wrk
2. The whle class wrk
3. Individual wrk
4. Individual wrk
5. Grup wrk
and the whle class wrk
6. The whle class wrk and
grup wrk
1. Students check the
answers tgether.
2. Students can find that n the left part f the table there are “time, place, weather, what the little girl did.”
3. Students lk at the
table and find there are t many new wrds in it.
4. Underline sme sentences.
5. Students can get the
meanings f sme
nuns accrding t
sme pictures. Study
the verbs in the
sentences. Students
can master sme
adjectives like cld,
hungry accrding t
their antnym.
6. Read the new wrds in grups. Grup leader can check and help their grup members. (Grup leader speaks the Chinese meaning,
and grup members
translate it int English and try t spell the
wrd accrding t the
prnunciatin.
1. Invite students t share their
answers.
2. Shw the table in 1b n the
screen. Ask students t
bserve the table carefully.
3. Teach students, “ When we
tell a stry r describe
smething, we shuld
cnsider the rder .”
4. Ask students t underline the sentences which can help them fill in the table in 1b.
5. Teach the new wrds in the sentences. Teach nuns such as match, stve, gse and geese by shwing a picture belw the wrds. Teach the verbs like sell, beat, burn and disappear by shwing flash. After the flash there shuld be an example.
6. Prvide students 2 minutes t read and remember the new wrds.
Practice
(10 minutes)
1. The whle
class wrk and
pair wrk
2. Grup wrk
and individual wrk
3. Individual wrk
4. Individual wrk
5. Pair wrk
and individual
wrk
1. Read paragraph 1. Try t write dwn sme
imprtant phrases r
wrds under picture 1.
Students had better
write dwn sme
verbs and nuns. Pay
attentin t the time
and place.
2. Try t retell the paragraph 1. If students can’t, they can adjust sme wrds t write.
3. Students read the passage paragraph by paragraph and write dwn the
key wrds.
4. Vlunteers retell the
stry picture by picture.
5. Rewrite the passage
accrding t the key wrds. Pay attentin t the tense and sme
ther grammar mistakes. Sequence is als imprtant when we tell a stry.
1. Finish 1c.
Shw the pictures in 1c ne
by ne. Prvide students 1 minute t read paragraph 1 and write dwn the key
phrases under picture 1.
2. Ask students t retell
paragraph 1 accrding t
the key wrds.
3. Shw picture 2, 3... t
students ne by ne.
Prvide students 2 minutes.
Invite students t retell the stry. In rder t make the task easier, each student retells a picture.
5. Ask students t put the
pictures tgether and rewrite the passage.
Prductin
(8 minutes)
1. Individual
wrk and the whle class
wrk
2. The whle
class wrk
3. The whle
class wrk and individual
wrk
4. The whle
class wrk and
individual
wrk
1. Vlunteers cme t the
platfrm t tell the
stry. Remembering
the five pictures in 1c can help them a lt.
2. Students feel very happy.
3. Finish these exercises.
A:What _ yu _ at this time yesterday?
B:I_ _the stry The
Little Match Girl. I
think the stry is
interesting.
A:____________. And I like it, t.
B:Oh, really? D yu think the girl is very pr?
B:____________. And I dn’t like her father.
A:Yu are quite right. Her father wuld _
her, because she _ _ any __. S she _ _ _ g hme.
B:Yes, s we shuld study _ because we are very lucky.
4. Students finish these
hmewrk after class.
Review Sectins A-C t prepare fr Sectin D.
1. Play a game.
Wh’s the “Stry King”?
Invite vlunteers t retell the stry. Wh can retell it withut lking at the ntes is the “Stry King”.
Of curse, the gestures
and tngue are als
imprtant.
2. Give the student wh did
the best a certificatin.
3. Teacher summarizes what the students learned
tday: The Little Match Girl, past cntinuus, sme new wrds. Teacher shws sme exercise t them.
4. Hmewrk.
The hmewrk includes
tw parts. Ask students t:
(1) Tell a stry t yur
parents r gd friends.
(2) Review Sectins A-C
t prepare fr Sectin D.
Teaching Reflectin
Students like stries a lt. This kind f tpic can attract students’ attentin very easily. It is necessary fr students t study hw t tell a stry because they can use them in daily life. This passage is nt easy fr students, because there are t many new wrds. Luckily, many students knw the stry, and the backgrund knwledge can help students understand the passage.
Unit 3 Our Hbbies
Tpic 3 What were yu ding at this time yesterday?
Sectin C

snwy, dark n the last evening f the year
G1 G2 G3 G4

Time

wind strngly
snw
was falling
Weather
Place
The Little Match Girl

in the street with n shes
What the little girl did
was selling matches
didn’t sell, felt cld and hungry,
lighted matches, saw a stve...
was lying, was dead