外研版八年级下册英语 Module 6 Unit 2 Hobbies can make you grow as a person 教案

Module 6 Unit 2 Hobbies make you grow as a person.
一、教学内容分析
本模块谈论的是爱好，这一话题贴近学生生活，会受到学生的喜爱。由于每个学生爱好不同，在这个话题下，学生之间很容易交流，便于教师设计真实情境并且开展真实任务。
本节课是基于初二下册Module 6 Unit 2 Hobbies make you grow as a person.话题下的读写课。课文部分主要讲述了一位中学生——戴维的爱好。课文首先总体介绍爱好给人们带来的益处，然后具体介绍了戴维如何开始选择“写作”作为自己的爱好，以及这项爱好给他带来的益处。这是典型的“总分式”的英文写作方式。根据八年级学生的学情分析，笔者设计了写前、写中、写后以及小组讨论等多样的教学活动，帮助学生分析文章结构和写作内容，提炼文本语言，最后学生独立完成文章的写作。
二、教学目标
1、语言知识目标：
话题：爱好。
功能：谈论爱好。
语法：六种简单句的句型结构。
词汇：在本模块话题下巩固并运用所学的词汇。
2、能力目标：
听：能听懂有关爱好的对话，并能从中提取信息。
说：能询问他人爱好并介绍自己的爱好。
读：能够读懂本模块话题下的相关阅读文章，读懂有关爱好的文章并提取信息，能理解事件发生的顺序。
写：能正确使用as well as, such as, as a result等介绍同学，和自己的爱好。
3、过程与方法：讲授法 提问法 情景教学法 讨论法
4、情感态度价值观：通过谈论爱好，引导学生培养良好的兴趣爱好，促进学生的全面发展。
三、教学重点和难点
重点：复习并正确运用本模块所学习到的词汇和句型，形成主动的半自动化语言运用能力。在书面表达方面，形成自己的构思和词语的输出能力。
难点：根据文本信息，提炼文章结构，并将此应用于自己的写作中。
四、教学资源
PPT; Textbook; Handout.
五、教学流程与设计意图
Step I. Leading in.
1. First let’s watch a video and then answer the question: What are their hobbies
设计意图：借助视频吸引学生的注意力，引起学生兴趣，同时激发学生的表达欲望，促进其使用已知词汇，描述三个人物的不同爱好，为后面的写作活动热身。
2. Let the students guess what the teacher’s hobby is.
T: Since you have known their hobbies, can you guess my hobby
S: Travelling, singing, dancing…..
T: I have many hobbies, such as singing and dancing. But my favourite one is collecting erasers. When I was a kid, my mother gave me an eraser. It was so beautiful that I hated to use it. From then on, I began to collect erasers. The colorful erasers remind me of colorful life. Are they beautiful
设计意图：目的是导入话题----爱好，引导学生在短时间内投入课堂教学活动，迅速进入思维活动状态。在教师描述自己的爱好是，自然引出本课关键词组——such as.
Step II. Pre-writing.
1. It’s time to learn about the text. Fast reading for gist.
Show a picture of David.
T: Can you guess David’s hobby
S: Reading, writing, painting……
T: Read the title together. “ David’s hobbies”. What can we get from the title
S: David has many hobbies.
T: Read the passage and find out David’s hobbies.
After reading, the students find David’s hobbies are writing as well as playing volleyball.
T: Sometimes we can predict what the passage is about according to the title and the picture.
设计意图：教师通过展示文章的标题，让学生预测文章内容；通过展示图片，让学生猜测大卫的爱好的活动设计，引发学生自主探究的兴趣，帮助学生形成阅读策略。同时通过答案，引出另一个重要词组 as well as。并且在潜移默化中，教会学生阅读策略。
2. Read for structure.
T: Let’s take one of David’s hobby“writing” as the example. We have known what his hobby is. If you are the writer, what else will you write in the first part
S: Why does David have the hobby
T: That means the advantages of hobbies.
Now read the first paragraph and check if you have the same idea with the writer.
设计意图：在读文章结构之前，让学生根据已有经验预测，然后在文章中找答案，激发学生的主观能动性，形成积极的思维习惯，使老师主动变为学生主动。
3. Analyze the first part.
The teacher shows the students the first part and ask them to find the advantage of David’s hobby..
T: Does the writer tell us the advantage of hobbies as you predict
S: Yes.
T: Underline the sentences.
Hobbies can make you grow as a person, develop your interest and help you learn new skills.
T: The sentence is also the writer’s opinion. I’d like to show you more sentences to find the opinion.
The teacher asks one student to underline the sentence on the screen.
T: Since you know how to express opinion, I’d like to know what your hobby is and your opinion.
S: I like…because…
设计意图：通过问题，引导学生学会寻找表达观点的句子。再辅以两道练习题，加以巩固。在学生熟练掌握之后，抛出问题，让学生有的放矢的谈论自己的爱好。
4. Analyze the second part.
T: That’s all for the first part. What will the writer write next to support his opinion Can you guess
S: He will write what he does or how he feels…..
T: One word---that is example. I have some examples here. Can you put them in the right order
In 2010, David spent four weeks learning how to write.Back to school, David wrote a story about his life.In 2012 it came out as a book.As a result, David has become a successful young writer.
The teacher gives each group some paper for them to do the exercise. One group comes to the front to do it on the blackboard. After the group finishes it, ask them why they put the order like that.
T: Why do you put the order like that
S: According to the time order.
T: Right, especially when we see “as a result”, we will know the order.
After doing the exercise, ask the students to read the passage to check the answer.
Then the teacher shows the answer on PPT.
T: Now let’s see how the writer uses the example to support his opinion. Match the opinion with the example.
Ask the students discuss in groups and then one student matches on PPT.
设计意图：通过教师将大卫的爱好形成的顺序打乱，让学生自主排序，将学习前置，使学生更加乐于、善于寻找答案，并从中学到写作顺序，为下一步的写作打基础。同时通过句子的设置，引出重要词组as a result.
5. Make a short summary.
T: We have known David’s hobbies. What have learned till now
S: We learned David’s hobbies are relaxing… We learned how to write a composition about hobby…
Step III While-writing
1. The students have an oral practice. Show the topic of the writing.
作为初中生的你，可能喜欢读书，可能喜欢音乐，也喜欢运动……在紧张而繁忙的学习生活中能创造机会做自己喜欢的事是很令人惬意的。请你以“How I Fell in Love with______ ”为题，用英语写一篇短文，谈谈自己的爱好。
内容提示：1. What is your hobby
2. What made you like doing it
要求：1. 将题目补充完整。
2. 中心突出，语意连贯，层次清晰，书写规范。
3. 词数不少于80词。
Ask the students to read the topic and then say how to write the composition.
2. Then the teacher shows a form about how to write the composition to help the students..
设计意图：要求学生认真阅读作文要求，并说出写作的注意事项。引导学生通过课文的梳理，将文章结构迁移到写作中来。从内容到结构，再到语言，根据中考作文的评分标准来进行分析。教师通过表格的形式，展示写作建议，帮助学生规范写作标准。
2. The students share their hobbies in the group.
T: It’s time for you to tell your classmates about your hobbies in your group. Then share to the whole class.
设计意图：经过学生的口头练习，帮助学生梳理自己的写作思路，也为其他同学扩展思维，为下一步的写作打基础。
3. Now it’s time for the students to write the composition.
IV Post-writing
1. After writing, share the composition to the other members of the group and discuss with each other.
2. Now let’s see one of the writings. One student reads it. After reading, the other students say their opinion about the composition according to the writing standard..
作文评价标准
主题 鲜明 A B C
结构 合理 A B C
逻辑 恰当 A B C
内容 充实 A B C
语言 优美 A B C
设计意图：统一点评，再一次规范写作要求，让学生更加明确写作方法。同时检查学生是否把本节课所学的内容用到自己的文章里，同时为其它同学的自评自改或互评互改提供范例。
3. Then the teacher shares her opinion about hobbies.
4. Homework:
A. Practise reading the passage fluently and loudly.
B. Finish the writing and improve it.
教学反思：
1. 紧紧围绕教学目标设计教学过程，同时融入现代化教育技术，提高教学时效性。
在这节写作课中，笔者的每一步教学设计都围绕着写作展开,为写作做铺垫。写前视频导入，预测作者的写作思路，分析教材文本的结构；写中引导学生扩展写作思路、构建语言框架，帮助学生的说和写更加准确而流利；写后让学生通过自评，互评，掌握写作要求和技巧。运用PPT教学，提高课堂教学的时效性，帮助学生发展听、说、读、写各方面的能力。
2. 创设可以激活学生思维的真实情境，充分感知、操练和运用语言。
在整个的课堂设计中，所有的活动都是在真实有效的情境之中展开的。这样更有利于激发学生的学习兴趣，培养学生积极的学习情感，获取成功的学习的体验，增强学生的学习自信心。同时学生在真实的学习情境下自主学习、合作学习，教和学得到和谐的发展。
通过写前、写中、写后的流程设计，将本模块所学的知识进行综合的运用。由于学生对本单元的话题和语境非常熟悉，所以在活动的设计中加大了思维的训练，而学生们在这样的训练中确实开拓了视野，充分发挥了自己的想象，并能根据实际情况写出具有真情实感的好文章。