Unit 3 Our HobbiesTopic 3 What were you doing at this time yesterday?Section B. 目标定位Section B的主要教学活动为1a和2a。本节课主要通过Jane和Michael之间的对话配合相应的图片，引出过去进行时和表达同意、不同意的句子。Section B的内容是对Section A的延伸，谈论的内容也从上个话题主要谈论过去某个时间在做什么，扩展到通过学生们熟悉的电影引出表示同意或者不同意的句子。谈论电影、电视剧的话题是学生们最感兴趣的话题之一。但是要学会正确使用不同的方式来表达自己的观点还是有一定的难度，所以在设计这堂课的时候，老师应该紧抓学生的兴趣点，通过采访、问答、编对话、视频、声音等不同形式练习表达情感的句型。. Teaching aimsKnowledge aims：1. 能根据音标，正确朗读出单词表中的单词：agree, so-so, pleasant, brave, useful。 2. 能在老师的引导下，不断体会易混音的发音差异/l/，/n/，/Y /。读出重音、弱读、 连读和不完全爆破，并了解到不同的读法可以表达不同的意思。 3. 能正确拼读并运用单词表中的单词, 如：agree, so-so, pleasant, brave, useful。 4. 能正确使用过去进行时, was/were +doing以agree, disagree的用法。 5. 能够用was/were 谈论过去某个时段正在发生的事情，能够用不同的方式表示同意或不同意。Skill aims：1. 能听懂就过去某个时段正在发生的事情的阐述以及他人对某个观点的态度。2. 能正确地表达过去某个时段自己或朋友在做什么，以及正确地表达自己的观点。 3. 能正确朗读课本的文本材料，能模仿录音读清楚重音、弱读及连读和不完全爆破。 4. 能用书面形式阐述自己过去某个时段所做的事情，并能够书面表达自己的观点。Emotional aims：通过Harry Potter 的电影，学生能够积极主动地选择一些英文读物或者影视节目，养成从生活中学习英语的习惯。. The key points and difficult points Key points： 1. 继续学习was/were+doing的结构。 2. 能够用I agree with you. Just so-so.等表达自己的观点。 3. 复习/l/，/n/，/Y / 之间的发音区别。 Difficult points： 1. 能够用不同的方式表达自己的观点。2. 能够准确地使用was/were+doing。3. 能分清易混音的发音差异/l/，/n/，/Y/，并能够正确地读出含有这些音的单词。. Learning strategies 1. 在记忆单词的时候，将单词归类整理会大大提高记忆速度如: agree, so-so都是用于表达自己的观点的，pleasant, brave 都属于褒义词，可以用于正面地修饰某个人或物。 2. 课后看看英文电影可以提高词汇量，还能培养语感。 . Teaching aids Computer multimedia projector, famous star photos. Teaching proceduresStepInteraction patternStudent activityTeacher activity学生自学(5 minuets)1. The whole class work2. The whole class work and pair work3. The whole class work4. Individual work5. The whole class work6. The whole class work1. Focus their attention on the teacher.2. Some pairs come to the platform to perform their conversations. Others correct their mistakes.3. Of course, students can answer its about “Harry Potter”.4. Listen to the tape. Students can hear “I was watching a Harry Potter movie”.5. Enjoy the movie to feel the pronunciation.6. Students listen to 1a again and underline some difficult sentences.1. Get students ready for learning.2. Check students homework. Ask students to perform the conversations about “What were you doing last Sunday?”.3. Ask students to look at the picture and predict “What is the conversation talking about?”.4. Ask students to listen to 1a and check whether its about Harry Potter.5. The answer is “Yes”. Show a short fragment of “Harry Potter” to praise them.6. Play 1a.民主讨论(15 minutes)1. The whole class work and group work2. The whole class work and individual work3. The whole class work and individual work4. Individual work5. The whole class work6. Group work and individual work7. Group work and individual work1. Write down “agree, so-so, pleasant, brave, useful. Wasnt it interesting? No, I dont think so.” Students should write down the phonetic symbols under each new word.2. A student stands up and reads the new words, while others should listen and find out the mistakes together.3. Read and remember these new words.4. Listen to 1a carefully and finish 1b. Check the answers.5. Read 1a sentence by sentence after the tape. Pay attention to the pronunciation and intonation.6. Read 1a in groups. Group leader checks whether all the students can read the passage.7. Make a conversation like 1a. The calligraphy is on the screen. Students just need to fill in some words and phrases in it. 1. Encourage students to write the new words and the sentences they cant understand on the blackboard.2. Ask a volunteer to read and try to translate the new words.3. Praise students and emphasize some points that students didnt do well. 4. Finish 1b. Play 1a.5. Play 1a sentence by sentence.6. Give students 2 minutes to read 1a by themselves.7. Give students 2 minutes to make a conversation like 1a. Show a calligraphy to make the conversation simple. (Take the part of expressing agreement and disagreement away.)个性展示(10 minutes)1. The whole class work and group work2. The whole class work3. Individual work4. The whole class work and individual work5. Individual work6. Group work7. Group work and individual work1. Two students perform, others listen to them and check the answers.2. Students can see “I dont agree. No, I dont think so. I thought it was just so-so. I agree with you. You are quite right.” on the screen.3. Fill in the blanks. Pay attention to the spelling. And feel the function of expressions.4. Students show their opinions of the statements on the screen. Practice “I agree with I dont