仁爱初中英语八年级上册《Unit 3Topic 3 What were you doing at this time yesterday》教案A-D

Topic3Whatwereyoudoingatthistimeyesterday?

SectionA

I.Materialanalysis

SectionA的主要教学活动为la和3。

本节课主要是通过Maria和Jane打电话的图片，引导学生复习电话用语和正在进行

时，从而引出本课的语法点过去进行时。在现在进行时的基础之上学习过去进行时，可以

为学生的学习打下良好的基础。本节课所要呈现的内容有关学生的日常生活如：吃饭、睡

觉、看书、学习等。老师们可以根据教学内容，设计模拟真实的情景，让学生在真实情景

中习得语言。但是要熟练、正确地使用过去进行时，并能在实际生活中学会用过去进行时

谈论所做的事情还是有一定的难度，要求老师们不断创新，尽量将自己的课堂融入到生活

之中。

II.Teachingaims

Knowledgeaims：

1.能够根据音标正确拼读answer,shower,serve,news,museum等。

2.能根据音标书写以下单词：answer,shower,serve,news,nuseum和一些有关日

常行为的短语如：chatwithfriends,listento等。

3.能正确熟练地运用be+doing,初步学习was/were+doing的用法。

4.能运用本课所学语言，就过去或现在正在做的事情进行正确的描述。

Skillaims：

1.能听懂有关谈论过去和现在所做的事情，听懂电话用语。

2.能正确地使用电话用语，并能在生活中自由谈论自己和他人过去某一时间正在做的

事情。

3.能正确朗读课本的文本材料，读懂介绍某个时段在做什么的文章。

4.能用过去进行时正确描绘、书写自己某一天所做的事情。

Emotionalaims：

培养学生养成尽量多地使用英语表达自己的意思的习惯，将精力和注意力主要放在意思

的表达上，明白语言的交际功能。

III.Thekeypointsanddifficultpoints

Keypoints：

1.熟练使用电话用语。

2.学习过去进行时。

3.学习有关活动的短语。如：chatonline,visitamuseum,listentothenews

Difficultpoints：

学习有关活动的短语如，chatonline,visitamuseum,listentothenews并能

够将这些短语正确应用于过去进行时之中。

IV.Learningstrategies

1.上课之前多预习跟活动有关的短语能帮助你熟练was/were+doing的结构。

2.读文章之前先看看图片提示能让你更好的了解文章的内容。

V.Teachingaids

Computermultimediaprojector,ticketsofconcert,somecardsoffamousstars

VI.Teachingprocedures

Interaction

StepStudentactivityTeacheractivity

pattern

1.Thewhole1.Volunteerscometo1.Checkstudents'

classworktheplatformtohomework.

andshowtheirposter,Inviteonegroupto

individuaandotherslistentoshowtheirposterand

1themcarefully.Andpresentitonthe

workthenfindouttheplatform.

mistakes.

2.Thewhole2.Studentsanswer,2.Givethegroupa

classwork“Theyaregivingasmiling

report.face.Thenask

students

Introduction3.Thewhole“Whataretheydoing

(4minutes)classwork3.Studentsanswernow?”

“We3."Whatareyoudoing

4.Thewholearehavingannow?”(reviewpresent

classworkEnglishclass.wcontinuoustense)

4.Studentslookat4.Askstudentstolook

theat

pictureandpredictthepictureandanswer

theanswerofthe“WhatareMariaand

questionwithJanedoing?”Write

presentcontinuousdownthequestionon

tense.theblackboard.

1.Thewhole1.Studentscanget1.Finishlb.Playla.

classworktheShowaquestion”What

information"Oh,IwasJanedoingatthis

wastakingatimeyesterday?”

shower."SoWrite

studentscangetdownthequestion

2.Individualtheunder

workcorrectanswerB.thelastquestion.

2.Showthepictureofla

2.Lookingattheagainonthescreen,

picture,studentsand

canseeacircledaskstudentstoguess

3.Thewholepicture.Theycan"What'sthemeaning

classworkgetthemeaningof

withthehelpof'takeashower'

teacherysguidance.according

tothepicture?”

4.Thewhole3.Readthenewwords3.Teachthenewwords

classworkandphrasesaftertheandphrases“takea

teacher.Studytheshower,answer,hold

newphrases.theline,callsbtodo

sth”.Writethemdown

5.Thewholeontheblackboard.

Presentatclasswork4.Readafterthetape4.Playlasentenceby

ionandsentencebysentence.sentence.

(15individualPaymoreattentionto

minutes)orktheintonationand

pronunciation.5.Provide2minutesfor

6.Thewhole5.Readthepassagestudentstoreadthe

classworkcorrectlyandpassageandunderline

7.Thewholeunderlinethethe

classworkstructure.Askforstructure

helpiftheyneed.awas/were+doingM.

6.Listentolathelast6.Playlathelasttime.

8.Individualtime,followingthe

worktape.7.Roleplay.Girlsplay

7.ReadthepassageMaria,boysplayJane

9.Thewholetogether.whileteachercanplay

classworkJane'smother.

and8.Finish1c.Show

groupwork8.Lookatthepicturesof

pictures1ctostudents.Ask

carefullyandwritestudentstowritedown

downthephrases.thephrasesfirst.

9.Practiceafterthe9.Provide3minutesfor

example.Handsupstudentstopractice.

1.Thewhole1.Eachpairshares1.Askseveralpairsto

classworktheirshare

andpairconversation.theirconversations.

workOthers

2.Groupworkchecktheir2.Askstudentstodiscuss

conversation.the

2.Discussingroupsstructureingroups.

3.Thewholeand

classgetthekeypoint3.Finish2.

workawas/wereTeacheremphasizesthe

4.Thewhole+doing”.structure.

class3.Remembertheusage4.Showpart2tostudents.

andofthisstructure.(Makestudentsknowthat

individual4.Readandbeif

workfamiliarwearefamiliarwiththe

withthepassage.passage,wecangetthe

(Itiscorrectanswerquickly.)

importantfor5.Play2.

5.Individuallistening.)Teachthestudentsthat

workwhenwelistenforthe

firsttime,weshouldget

themainideaandtryto

5.Readthepassagerememberthe

carefully.Trytoanswer.Don'twritethe

findanswerdownquickly

somekeypointsbecause

whichstudentscan'twrite

Consolidati

6.Thewholecanhelplistening.downall

on

classworktheanswersatthefirst

(9

7.Thewholetime.

minutes)

classwork6.Play2.

7.Play2forthethird

6.Listento2andtime.

fillin

8.Thewholetheblanksquickly.

classwork7.Checktheanswers

andtheyfillin,

individualpaying8.Checktheanswers

workmuchattentiontotogether

theandaskstudentsto

verbformsandunderlinetheform

spellings.“was/were+doing".

9.Thewhole8.Checktheanswers

classandand

individualunderlinetheform

workMwas/were+doingw.

1.Groupwork1.Learnnewwordsin1.Writedown"chat,

groups.Guessthenews,

meaningsaccordingmuseum,roastduck”

toontheblackboard.

thepictures.From

the

pictureseverygroup

2.Thewholecanknowatleast

classworkthisword:Beijing2.Checktheanswers.

RoastDuck.Make

3.Groupwork2.Studythemeaningofsurestudentsknowthe

eachword.meaningofeachword.

3.Teachthe

3.Studentsreadthepronunciation

4.Thewholenewbygivingthephonetic

classworkwordsaccordingtosymbols.

thephoneticsymbols.

Groupleaderscan4.Askstudentstoread

5.Pairworkhelpothers.the

Practice

4.Readtheexampleandexampleof3

(8

makeaconversation.carefully.

minutes)

6.IndividualAndmakeupa

workconversationlikethe

5.Studentsreadtheexample.

example5.Invitesome

justbychangingsomevolunteersto

parts.practice.

7.Pairwork6.Answerthisquestion

accordingtotheir6.Makesurealmostall

ownsituation.the

studentscanchange

the

example.Thengivea

7.Practicethisquestion,“Khatwere

functionalyou

sentenceintherealdoingatthistime

situation.yesterday?"

7.Givestudentsseveral

minutestopractice.

1.Groupwork1.Everyonetries1.Doacompetition.

his/herMakeasurvey.

besttointerviewWhoisthefastest?

moreclassmates.Askstudentsto

Theycanreviewla.interview

Thephrasesin1ctheirclassmatesabout

and3canalsohelp“Whatwereyoudoing

themalot.at

thistimeyesterday?w

Dividetheclassinto

two

parts.Thestudent

2.Thewholefroir.

classworkpart1isthe

2.Studentsareveryinterviewer,

happywhilepart2aimsto

atthistime,butanswerquestions.

3.Thewholepartisvery2.Evaluatestudentsand

classworkimportantforthemgivethemsmiling

toimprovetheirfaces.

confidence.

3.Group1readthewords

aloudwhileother

groupsspellthem3.Teachershows

Productio

out.important

n

Thenstudentsreadlanguagepointsonthe

(7

thewordsandcomputerscreenasa

minutes)

phrasessummary.

together.(1)WordsList:

StudentspracticeStudents

thegrammar.havetoreadand

spellthefollowing

words

4.Thewholecorrectly.

classwork

shower,chat,news,

and

museum,roastduck,

individual

takeashower,atthis

work

time,chatwithfriends

4.Studentsteach(2)Grammar

themselves

was/were+doing

SectionBafter

class.1.Homework

PrepareSectionB

after

class.

It'seasyforthestudentstorememberthestructure

“was/were+doing“becausetheyknowthepresentcontinuous

Teachingtense,butit'salittlehardforthemtouseit.Whenstudents

Reflectiowriteapassageoraconversation,theyoftenforget“doing”

or“was/were”.Teachersshoulddesignmoreactivitiesto

practicethisstructureinSectionB.

VII.Blackboarddesign

Unit3OurHobbies

Topic3Whatwereyoudoingatthistimeyesterday?

SectionA

Whatareyoudoingnow?G1G2G3G4

WhatwasJanedoingatthistimeyesterday?

Whatwereyoudoingfromseventonineyesterday?

Iwas...Wereyoulisteningtomusic?

chatwithfriends

visitamuseumgoskating

playthepianoactivities

dosomereading

Topic3Whatwereyoudoingatthistimeyesterday?

教学内容分析及课时分配建议：

本话题围绕周末活动而展开。主要内容包括：由Maria打电话给Jan?,询问她在过去某个

特定的时刻在做什么事情，引出了本话题的语法一一过去进行时态。然后Jane和Michael

讨论《哈利波特》观后感，引出同意和不同意的功能用语。为了增强趣味性，教材还编排

了家喻户晓的童话故事TheLittleMatch和动画片Tomand"rry来反复呈现巩固

过去进行时态。最后，教材还介绍了周末的来历。通过学习本话题，学生能够正确使用过

去进行时态，并通过优秀文学作品的学习陶冶了人文情操。

本话题建议用5个课时来完成：

第一课时:SectionA一la,lb,lc,4

第二课时：SectionB-la,lb,1c,2a,2b

第三课时：SectionA—2,3,SectionC-2,SectionB_3a,3b

第四课时：SectionC一la,lb,1c

第五课时：SectionD-GrammarandFunctions,1,2,Project

第一课时(SectionA—la,lb,1c,4)

教学设计思路：

本课时主要是初步学习过去进行时态，描述过去某个特定时刻所进行的活动。首先通过玩

“找不同”游戏，复习现在进行时态及动词的ing形式。教师通过对比不同的时刻所做的

事情导入到过去进行时的学习。让学生通过观察，比较得出过去进行时的结构。然后教师

让学生通过看图片描述活动来操练过去进行时的结构。随后教师让学生模仿例句编对话，

进一步操练过去进行时完成1c。完成词汇和语法的导入后，直接让学生听la的对话，完

成1b。接着教师让学生读la,找出知识点，并鼓励学生进行角色扮演，完成lao最后让

学生谈论自己的周末活动，再一次操练过去进行时态，完成本课时。

I.Teachingaims

1.Knowledgeaims：

(1)学习并掌握新词汇。

answer,takeashower

(2)初步学习过去进行时。

2.Skillaims:

(1)能够运用常用的电话用语。

(2)能够描述过去某个时刻正在发生的动作。

3.Emotionalaims:

4.Cultureawareness:

ILThekeypointsanddifficultpoints

1.Keypoints:

(1)初步掌握过去进行时的基本构成。

(2)用过去进行时描述过去某个时刻正在发生的动作。

2.Difficultpoints：

区分一般过去时态与过去进行时的时间差异。

DI.Learningstrategies

1.善于以旧知识联系新知识。如：利用现在进行时来学习过去进行时态。

2.善于在模仿中获得语言经验。

IV.Teachingaids

多媒体课件/各种活动的图片/录音机

V.Teachingprocedures

Stage1(lOmins)：Revision

StudentDesigning

StepTeacheractivity

activitypurpose

GreettheSsandletthemPlay“Findthe通过游戏复习现在

play"Findthedifferences”to进行时，复习动话

differences“toreviserevisepresent的现在分词形式。

presentcontinuoustense.continuoustense.

T：Goodmorning,class.Ss:Good

T:Howareyoudoing?morning,Mr...

T:DoyouhaveagoodSs:Fine,thanks.

eye,boysandgirls?

T:Great!Thenlet'spla,Ss:Yes.

“Findthedifferences".

(Classactivity)

Lookatthepictures,

pleasepointoutthe

differencesbetweenthem.

Goahead,nov.

SI:Theboyis

fishinginPicture

One,butheis

swimminginPicture

T:Youhaveagoodeye.WhaTwo.

else?

S2:Themonkey

is...,but

S3:...

S4:...

T:DoyouknowwhyIaskyoi

toplaythegame?

S9:Torevise

T:Whatacleverboy!Whocontinuoustense.

cantellusthebasic

structureofpresent

continuoustense?Slo:am/is/are+

T:Wonderful!Thenhowtcv-ing.

add“ing”?

Sil:...

SI2:..

T:Welldone!Look,Ihavt

somepictures,pleasespeai

outtheactivitieswith

"ing".(Showspicture)

S14:Playing

basketball

S15:Washingsome

clothes

Remark：因为本课主要是学习过去进行时，本环节是要学生熟悉动词的现在分词形式，教师所呈

现的图片应该是包含各种各样的活动,教师还可以让学生总结一下动词加-ing形式的变化规则。

教师还可以出示一些图片，让学生用-ing形式描述。最好要包含la和1c中的动词。如：

practicingtheviolin,takingashower等。

Stage2(12mins)：Pre-listening

Designing

StepTeacheractivityStudentactivity

purpose

IntroducethenewgrammarLearnthenew导入到新词汇和

bycomparing.grammar.新语法。完成lCo

T：Perfectperformance/

WhatclassarewehavingSs:Wearehavingan

now?Englishclass.

T:Whatclasswereyou

havingatthistime

yesterday?\WritesdownonSs：HavingaChinese

theBb)class.

1；Classactivity)

T:Good.Andwe'dbetter

say“We卬e/ehavingaSs:Wewerehavinga

Chineseclass.”(WritesChineseclass.

downontheBb)PleasesaySs:Youaregivinga

itagain,class.lessonforus.

T:WhatisMr.Xudoing

now?

T:Right.ButIwasSI:...

checkingyourhomeworkatS2:...

thistime

yesterday.(Writesdownon

theBb)Lookatthese

sentences,canyoufind

somethingdifferent?Ss:am/is/are+

v-ing

T:Correct.ColumnAis

presentcontinuoustenseSs:were/was

andColumnBispast+v-ing.

continuoustense.The

structureofpresent

continuoustenseis

T:ThenhowaboutpastS3:Shewasplaying

continuoustense?theviolin.

T:Absolutelyright!

(Showspicture)Look!WhatS4:Hewastakinga

wasJanedoingatthistimebath.

yesterday?

T:Yes/WhatwasKangkang

doingatthistimeSs:Yes.

yesterday?

T:Right!You'dbettersay

hewastakingashower.

Areyoufamiliarwiththe

newtensenow?S5:Whatwere....?

T:Then,lookattheS6:Iwas

picturesin1candmakeupS5:Iwas…

conversations.Youmay

followtheexample.

T:XxxandXxx,pleaseshow

usyourconversation.

Remark:教师在导入过去进行时态，一定要在黑板上板书，并把其结构部分用颜色笔显现出来。

最好把现在进行时态和过去进行时态分成两栏，以便学生观察得出过去进行时态的结构。

Stage3(5mins)：While-listening

Designing

StepTeacheractivityStudentactivity

purpose

LettheSslistentolaandListentolaand训练学生的听力

finishlb.finishlb.技能，完成lb。

T：Now.Let'slistentoa

conversationandanswerthe

questionsontheBb.Read

thequestionsfirst.

[Individual

T:Canwebegin?Ss:Yes.

work)

T:Onceagain?Ss:No.

T:Xxx,whatisMariadoing

now?SI:Sheiscalling

T:IsJanewms坪eringtheJane.

phone?Xxx,you,please.

S2:No.Awomanis

T:Howdoyouknowsheansweringthe

isnftJane?phone.

S2:Thewomansays

T:Right!Xxx,WhatisJane“Holdtheline,

doingthen?please”.

T:...

T:WhatwasJanedoingatS3:...

thattimeyesterday?S4:...

S5:Shewastakinga

shower.

Remark：lb的听力任务非常简单,教师还可以设计更多的问题。如：WhatareMariaandJane

doingnow?WhatisJanedoingatthemoment?等。教师把这些问题首先展示出来，让学生

带着问题去听。

Stage4(5mins)：Post-listening

Designing

StepTeacheractivityStudentactivity

purpose

LettheSsreadlaandfindReadlaandfindout复习电话用语。

outtheusefulexpressions.theuseful训练学生概括重

T：Fine.Youhaveansweredexpressions.点的能力。

1(Individualthequestionscorrectly.

work)Now,pleasereadlaandfind

outtheuseful

expressions.Goahead.

T:Foundout?Ss:Yes.

T:Xxx,willyoupleasetell

ustheexpressionsabout

makingaphonecall?SI:Hello/Thisis

Mariaspeaking.

MayIspeaktoJane?

Holdthe

T:Great.Moreexpressions?