仁爱版Unit3 What were you doing at this

仁爱版Unit3 What were you doing at this time yesterday教案

　　教学设计

　　The main activities are1aand2a. 本课重点活动是1a和2a。

　　Ⅰ.Teaching aims and demands 教学目标

　　1.Learn some useful phrases and a word:

　　too … to …, stop doing sth., factory

　　2. Go on learning the past continuous tense:

　　Kangkang had a happy day last Sunday. At 6:30 inthe morning, he was running …

　　3. Learn about the origin of the two-day weekend.

　　4. Talk about weekend activities.

　　Ⅱ. Teaching aids 教具

　　录音机/小黑板/幻灯片/课件

　　Ⅲ. Five-finger Teaching Plan 五指教学方案

　　Step 1Review 第一步复习(时间:8分钟)

　　小组比赛，复习过去进行时，师生对话，导入新课。

　　1. (让学生在练习本上写出业余时间爱做的活动内容。)

　　T: Hi, boys and girls. Let’s begin our lesson. First, I’ll ask you to write down what you usually do in your spare time in your exercise books. For example: play football, listen to music, collect stamps, go shopping.

　　(三分钟后。)

　　T:Now, stop. Let’s find out who writes the most.

　　(教师统计，表扬写得最多的学生。)

　　2. (做游戏。小组比赛。根据小黑板上表示迈克上周日活动的短语复习过去进行时。游戏规则: 把学生分成十二个人一组。根据表格内容提示，首先由两名学生对话，然后回答完问题的学生向第三位学生提问题，第三位学生回答后，再向第四位学生提问题。以此类推。尽量变换句式，避免重复。用最少时间完成小组对话的组获胜。)

　　(教师用小黑板或幻灯片出示表格。)

　　T:Let’s play a game in chains in groups of twelve. Use the past continuous tense to ask and answer one by one in groups according to Mike’s activities last Sunday. The first group to finish the game is the winner.

　　Mike’s Sunday

　　Morning

　　Afternoon

　　Evening

　　7:00

　　read English

　　1:30

　　go shopping

　　7:00

　　watch TV

　　8:00

　　play football

　　2:30

　　play basketball

　　8:00

　　write a letter

　　11:00

　　listen to music

　　3:50

　　fly a kite

　　9:00

　　play chess

　　11:30

　　do his homework

　　5:00

　　swim

　　9:30

　　read newspaper

　　Example:

　　S1: What was Mike doing at 7:00 last Sunday morning?

　　S2: He was reading English. What was Mike doing at 8:00 last Sunday?

　　S3: Playing football. Was Mike listening to music at 11:00 last Sunday?

　　S4: Yes, he was listening to music at that time last Sunday …

　　S5: …

　　(通过这个活动，可以培养学生的竞争意识和合作精神。)

　　(表扬优秀小组，鼓励稍差的，并指出不足之处。)

　　3. (师生问答，导入1a。)

　　T: Mike was very busy last Sunday. Do you think so?

　　Ss: Yes. We agree with you./We think so.

　　T: Different people have different things to do on weekends. They can do their favorite. Do you like weekends?

　　Ss: Yes, we do.

　　T: Why do you like them? Tell me one by one.

　　S6: Because I don’t have to go to school.

　　S7: Because I can stay at home and have a good rest.

　　S8: Because I can do my favorite things.

　　S9: …

　　T: I think everybody likes weekends. But before 1800, many people spent one day a week at church. English people called it a “holy day”. On that day, they rested and prayed. American factories were closed and the workers stopped working on that day. But now we have the two-day weekend. Do you know how the two-day weekend began?(教师可边叙述，边用汉语解释生词的含义，帮助学生理解。)

　　Ss: No.

　　(板书，解释生词，并要求学生掌握stop doing sth., factory；理解holy, pray, closed。)

　　holy, pray, factory, closed, stop doing sth.

　　T: Now let’s listen to a short history of the weekend and learn about how the two-day weekend began.

　　Step 2Presentation 第二步呈现(时间:10分钟)

　　学习1a。通过听录音回答问题，找关键词，复述课文等形式，初步呈现本课的目标语言。

　　1. (教师板书听力任务，然后播放1a录音，让学生听录音回答问题。)

　　T: Well, please pay attention to the following questions before listening. Then I will ask some of you to answer them.

　　(1) Why didn’t many workers go to work on Monday mornings in the early 1800s?

　　(2) When did the two-day weekend begin?

　　(放两遍1a录音后，让学生抢答问题，并核对答案。)

　　2. (再次放1a录音，让学生跟读，并注意语音语调。)

　　T: Listen to1aagain and repeat. Pay attention to the pronunciation and intonation.

　　3. (让学生精读1a并画出短文中的关键词，教师板书，解释solve并要求学生了解。)

　　T: Read1aand underline the key words in this passage.

　　(1) before 1800, spent, church, inEngland, “holy day”, rested, prayed

　　(2) early 1800s, played games, tired, in the U.S.A.,“blue Mondays”

　　(3) solve, 1874, one o’clock, stopped working, beginning, by 1930, were closed,

　　Saturday afternoons, by 1940, closed all day, two-day, began

　　(师生共同核对关键词。)

　　4. (师生一起总结课文中的重难点词句。)

　　Example:

　　T: Do you know the meaning of“too … to …”?

　　(板书，解释too … to …，并要求学生掌握。)

　　too … to …

　　Ss: Yes./No.

　　T: Let me give you some examples.

　　(板书)

　　He is too young to go to school.

　　He is too weak to carry the box.

　　(教师让学生举例，操练“too … to …”。)

　　Step 3Consolidation 第三步巩固(时间:8分钟)

　　通过读短文填表格，连句子的形式，对目标语言进行巩固。巩固1a，完成1b。

　　1. (教师展示课前画在小黑板上的表格。学生自己朗读1a，然后填表格。)

　　T: Please read the passage again and fill out the table on the small blackboard.

　　Time

　　What did people do on weekend?

　　before 1800

　　in the early 1800s

　　by 1930

　　by 1940

　　(师生一起核对答案。)

　　2. (让学生根据课文完成1b。)

　　T: Now let’s look at 1b. Read the passage above and match the sentences.

　　(师生一起核对答案。)

　　3. (让学生看黑板上的关键词，在教师的引导下复述课文。)

　　T: Please retell the passage according to the key words.

　　Step 4Practice 第四步练习(时间:9分钟)

　　通过看图讨论，根据提示词写短文，培养学生的口头表达和写作能力。完成2a和2b。

　　1. (师生对话，导入2a。)

　　T: We have known how weekend began. What do you usually do on Sundays? Please let us

　　know how you spend your Sundays. Please go.

　　S1: I often watch TV in the morning and do my homework in the afternoon.

　　S2: I usually do some reading.

　　S3: Sometimes I go to visit my grandparents by bus.

　　S4: …

　　T: How didKangkang spend last Sunday? Do you want to know?

　　2. (教师用课件展示2a的图片。)

　　T: Look at the pictures. Let’s talk about how Kangkang spent last Sunday.

　　(教师在黑板上板书或出示幻灯片，让学生谈论图片的同时，填充表格。)

　　Time

　　Activity

　　6:30

　　8:00

　　9:50

　　11:30

　　14:20

　　20:15

　　T: First, look at Picture 1. What time was it?

　　S5: It was six thirty.

　　T: What was Kangkang doing then?

　　S5: He was running.

　　T: Very good! Please ask and answer in pairs and fill out the table.

　　3. (让学生根据2a的图片及表格信息，说一说Kangkang上周日是如何度过的。)

　　T: OK, let’s say something about how Kangkang spent last Sunday. You can begin like this:

　　Kangkang had a happy day last Sunday. He was running at 6:30 …

　　(请几名学生到台前说给大家听，教师给予指点和鼓励。)

　　4. (1)(让学生看2b，根据方框中的提示词，写一篇短文。完成2b。)

　　T: OK, boys and girls. Kangkang was very happy last Sunday. What about you? Let’s do some written work. Everyone writes a short passage about how you spent last Sunday and what you were doing at different times.

　　Example:

　　Last Sunday I had a good time. I got up at 6:30. I was watching a movie on TV at 7:00. It was an action movie. It was very interesting … I felt very excited/happy.

　　(2)(学生前后桌互阅，然后请一两名学生读自己的短文。其他学生认真听并指出错误。这个活动旨在锻炼学生写作能力和口头表达能力。)

　　Step 5Project 第五步综合探究活动(时间:10分钟)

　　通过口头讨论并汇报，写短文，造句子等形式，培养学生综合运用本课目标语言的能力。

　　1. (完成3。)

　　T:Hi, boys and girls, are you tired?

　　Ss: Yes.

　　T:OK, let’s listen to the chant.

　　(学生听一遍后跟着节奏读。)

　　T: Now let’s listen again and follow it.

　　2. (小组活动。让学生四人一组讨论小组中谁的早晨过得最有趣，并口头汇报。)

　　T: Well done! Now work in groups of four. Discuss who had the most interesting morning in your group. You must tell your group members the truth.(教师用汉语解释活动规则。)

　　Example:

　　S1:I had the most interesting morning. I got up at 6:00. At 6:30, I was cooking breakfast for my family. At 7:30, I was going to school by bike …

　　(学生讨论完毕之后，每组选一个学生作报告，比一比，看谁的早晨过得最有趣。)

　　3. (把学生分为若干人一组。每人写一写自己母亲昨天在不同时段所做的事情，并汇报给组内其他成员。)

　　T: Now let’s make a survey. Your mother is the busiest and the most tired person in your family. Please write a passage about what your mother was doing at different times yesterday. Think about what you should do for her. Then report it to your group.

　　Example:

　　S2: My mother is the busiest and the most tired person in my family. She was cooking breakfast for us at 6:30 a.m. yesterday …

　　4. Homework:

　　(1)用too … to … 和stop doing sth. 各造四个句子。

　　(2)查找资料，说说我国某一个传统节日的由来。

　　板书设计:

　　What were you doing at this time yesterday?

　　Section C

　　stop doing sth. How did you spend last Sunday?

　　be closed Did you have a good time?

　　factory What were you doing at different times last Sunday?

　　too … to …

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