Unit3OurHobbiesTopic3Whatwereyoudoingatthistimeyesterday?SectionDⅠ.Materialanalysis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.TeachingaimsKnowledgeaims：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,agreewithsb.,takeashower。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。Skillaims：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。Emotionalaims：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.Thekeypointsanddifficultpointskeypoints：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SectionsA-C中的重点短语和句型：voice,sell,hungry,beat,burn,agreewithsb.,takeashower等.Difficultpoints：准确地使用was/were+doing
Ⅳ.Learningstrategies1.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.TeachingaidsComputermultimediaprojectorⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(5minutes)1.Thewholeclasswork2.Individualwork3.Groupwork4.Groupwork1.Focustheirattentionontheteacher.2.Onestudenttellsastoryontheplatform.Inordertomakethestorymoreactive,he/shemayaddsomevoiceandgestures.Otherstudentsenjoyit.3.Onegroupdiscussestogether,andwritesdownsomestatementstoevaluatethestoryandstudents’performance.Theothergroupreviewsthesentenceswhichcanexpressagreementanddisagreement.4.Makeashortdialogue.1.Getstudentsreadyforlearning.2.Invitestudentstotellashortstory.3.Dividestudentsintotwogroups.Onegroupevaluatesthestoryandthestudents’performance.Theothergroupshowstheirexpressions.4.Organizestudentstopractice.
Presentation(13minutes)1.Thewholeclasswork2.Groupwork3.Groupworkandthewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Individualwork1.ReadthroughSectionsA-C.Writedownsomesentencesonthepaper.Theymaywritedownsomewords,phrasesorsomesentences.2.Putthesixnotebookstogether,andnumberallthewords,phrasesorsentences.3.Eachgroupchooseonestudenttowritedowntheirnotes.Otherstudentscanaddmorewords.4.Lookattheblackboardanderasethesamepart.5.Readandrememberallthekeypointsandmakesuretheycanmasterthem.6.Studentsshouldfillintheblankswithoutlookingthemupinthetextbook.1.Givestudents3minutestoreadthroughSectionsA-C.Askthemtounderlineorwritedownthekeypointstheythink.2.Provide1minuteforstudentstoclassifytheirnotes.3.Makeacompetition.Whichgroupcansummorewords,phrases,andsentences?Dividestudentsintothreeparts.Onepartwritesdownthenewwords,andanotherpartwritesdownthenewsentences.Thelastpartaimstowritedownthephrases.Therearethreegroupsineachpart.4.Choosethebestthreegroups.Onegroupdobestinnewwords.Onegroupdobestinphrases.Thelastgroupisthebestinsentences.5.Askstudentstolookattheblackboardandcheckwhethertheycanrememberallofthesepointsontheblackboard.6.Show“GrammarandFunctions”tostudents,andchecktheanswers.
Consolidation(8minutes)1.Thewholeclasswork2.Groupworkandindividualwork3.Individualworkandthewholeclasswork4.Individualwork5.Groupworkandindividualwork.6.Thewholeclassworkandgroupwork7.Thewholeclasswork1.Lookatthepictureandexpresstheirattitudes.Studentscanuse“Iagreewithyou.”“Ithinkitisjustso-so.”2.Studentsmaynotknowtheanswersaccordingtothetitleandthepicture.Sotheywillreadthepassagetogettheanswers.3.Onestudentanswersthequestion.Allthestudentsreadandstudynewwords.4.Studentsreadtheanswersandgetthemeanings.5.Studentsread1andputA,B,C,Dintherightplaces.Underlinethenewwordsanddifficultsentences.6.Checktheanswers.Andaskteacheraboutthenewwordsanddifficultsentences.7.Studentsgetthecorrectspellingandpronunciation.1.Showthepictureonpage78tostudents.Express“Ithinkthechurchisbeautiful”.2.ShowthetitleAShortHistoryoftheWeekendunderthepicture.Askstudentstoguess,“Whytheeditorputthepicturehere?”Thispartcanarousestudents’interests.3.Inviteonestudenttoanswerthisquestion,andteachthewords“holy”and“pray”here.4.Showthetablein1tostudents.Askstudentstoreadtheanswersandunderstandtheirmeanings.Write“close”---“closed”ontheblackboard.5.Askstudentstoread1andcompleteitwithcorrectexpressions.6.Invitestudentstosharetheiranswerswiththewholeclass.7.Teachthenewwords“however,solve,factory”andthephrase“stopdoingsth.”Teach“however”bygivingtheword“but”.Teachtheword“solve”accordingtoexplanation.
Practice(10minutes)1.Individualwork2.Individualwork3.Groupwork4.Groupwork5.Groupwork6.Groupwork1.Answerquestions.Theymayusethesentencesinpart1.2.ThinkabouttheactivitiestheydidlastSunday.3.LookatthescreenandtalkabouttheirlastSundayingroups.4.StudentsshouldaddtheirfeelingstoevaluatetheirlastSunday.5.Studentstalkaboutthesequestionsingroups.Theiranswersshouldlikethis:Iwas...from7-9.Ifeelveryhappy.From...Iwas...withmygoodfriend.Ifeelexcited.6.Showtheirdialogueswiththeirpartnersontheirplatform.Confidenceisveryimportant.1.Showtwoquestionstostudents,“Doyoulikethetwo-dayweekend?Why?”2.Showquestionstostudents,“DidyouhaveagoodtimelastSunday?Whatdidyoudoatdifferenttimes?”Remindstudents:Weshouldtalkaboutthingsinorder.3.Showsomewordsaboutindoorandoutdooractivitiestohelpstudentstalk.4.Showsomewordswhichcanexpressfeelingstostudents.5.Askstudentstomakeadialoguewiththeirpartners.Teachercanhelpstudentsbygivingthequestions：WhatdoyouoftendoonSundays?Whatwereyoudoingfrom7-9lastSunday?Howdoyoufeel?Whatwereyoudoingfrom...?Whowasdoing...withyou?6.Invitesomevolunteerstomakedialogues.
Production(9minutes)1.Groupworkandindividualwork2.Thewholeclassworkandgroupwork3.Thewholeclasswork4.Individualwork1.Studentsfinishthewritingworkveryquickly,thinkingabouttheactivitiestheydidlastSunday.Theycanwriteabouttheirownortheirpartners’lastSunday.2.Studentschangetheirwritingworkswitheachother.Readorfindoutthemistakesofspellingorgrammar.3.Studentscheckwhetherthemistakesareintheirownexercisebooks.Remembernottomakethesamemistakeagain.4.Chooseawritingworkfrom(1)or(2)andreviewSectionAafterclass.1.FinishProject.Providestudentswith3minutes.Askthemtowritedownapassageaccordingtothedialoguetheydidjustnowquickly.2.Askstudentstochangetheirwritingworks.3.Summarizethemistakesandwritethemdownontheblackboard.4.Homework(1)AssignthestudentstowriteapassageaboutlastMonday.(2)Writeapassageabouttheirparents’lastSunday.Cultivatestudentstocareabouttheirparents.(Studentscanchooseonefrom(1)or(2))(3)AssignthestudentstoreviewSectionAofthenexttopictoprepareforthenextclass.TeachingReflectionAfterreviewing,almostallstudentscanmasterthestructurewas/were+doing.Whentheywriteapassage,therearestillsomemistakes.Somestudentsforget“was/were”,andsomestudentsuse“do”directly.Howcareless!Tosolvethisproblem,Ithinkpracticecanmakestudentsclearer.
Ⅶ.BlackboarddesignUnit3OurHobbiesTopic3Whatwereyoudoingatthistimeyesterday?SectionDStudents’reviewingG1G2G3G4Grammar:Was/were+doingFunctions:Iagreewithyou.Ithinkso.Youarequiteright.Ithoughtitwasjustso-so.Idon’tagree.Idon’tthinkso.
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