外研版英语八年级下Module 6 Hobbies Unit 3 Language in use教案（1课时）

New Standard English Book 8B Module 6 Hobbies—writing
Analysis of teaching materialThe topic: HobbiesThe Function: Talking about hobbies.The teaching material: The topic--hobbies is familiar and strongly related to the students. Thus, they have a lot to say and write about it. Besides, the passage in NSE8BM6Unit2 is a good material for students to learn some key expressions. What’s more, different students have different hobbies, and not all of them have good ones. David is a good model for them to learn from, but another example--Tom is the opposite. In this way, they are stimulated to think over their own ones.
Analysis of students:Students in Grade 8 must know how to talk about their hobbies.Students have learnt the expressions like such as, as well as, as a result and etc. in unit 2.Students may be confused with “make” and “bring”.Students may feel difficult to tell the reasons and results of their hobbies.
Learning objectives:By the end of the session, the students will be able to:1. talk about their own hobbies, and think critically about others’ and give their opinions.2. use the key and useful expressions of this unit like such as, as well as, as a result and etc.3. consider about their own hobbies whether they are good or not, and what to do in the future.4. write about the details, results and future plans of their hobbies.5. think independently in pair/group work and learn to share with partners.
Teaching focuses:1. To use key expressions: I’m interested in... /I spend my free time doing/ bring sb. sth. / makes sb. adj/v. / as well as/ as a result/ such as and etc.2. To think critically about others’ hobbies and give opinions.3. The main task is to consider and write about their own hobbies and think of the details, results and future plans.
Anticipated difficultiesStudents may feel difficult to:1. tell the differences between “make” and “bring”.2. think critically and giving opinions on others’ hobbies, which leads them to think over their own ones.
Teaching methods: Students-centred approach, Task-based method
Learning methods: Pair work, Group work
Teaching aids: Multi-media, blackboard, real objects like postcards
Teaching and learning arrangement
Stages/Timing Activities Methodology
Lead-in(3 mins) Step 1. Watch a video (1 min)Play a video about different hobbies.Step 2. Free talk (2 mins)T: What's your hobby Ss: I enjoy (doing)...I’m interested in (doing)...I spend my free time (doing)... This step is to lead in the topic and let students know more different hobbies.And by asking about their own hobbies, they can learn to use different expressions, and the next part can be transited naturally.
Pre-writing(23 mins) Step 3. Guessing game (3 mins)Guess Joline’s hobbyStudents guess what the teacher’s hobby is and what are in the box.T: Do you want to know about my hobby Ss: Collecting things.T: Can you guess what things I’d like to collect Ss: Do you collect postcards/ photos/ toy cars... (The teacher gives the chocolate to the students who gets the right answers.)Give opinions on Joline’s hobbyStudents think over and give answers on “What do you think of my hobby Why ”Ss: I think it’s valuable because it makes you remember something important in your life...Step 4. Review David’s hobby (6 mins)Fill in the blanksDavid’s diary:I have many hobbies,_________ writing, reading ___________ playing volleyball. I am especially _________ writing. I started writing during a summer camp in 2010 when my teacher encouraged me to write about the experiences at the camp. My first book came out in 2012, and many young people love it. _________, writing not only brings me _________but also _________me successful.I also spend my free time _________volleyball. Maybe I will write about my volleyball team in my future books.T: Do you still remember David’s hobby Ss: Writing.T: He likes writing diaries in his free time, but there are some words missing, can you try to fill in the blanks Give opinions on David’s hobbyStudents think over and give answers on “What do you think of David’s hobby Why ”Ss: I think David’s hobby is helpful because his hobby has brought him pleasure and success...Tell the differences between “make” and “bring”By completing the sentences, students will tell the differences between “make” and “bring” by themselves.Writing brings me pleasure.=Writing makes me ______.(happy/pleased...)=Writing makes me _____a lot.(smile)Running makes me healthy.=Running brings me _____.(health)=Running makes me _____ taller and stronger.(grow...)Ss:... bring(s) sb. +名词... make(s) sb. +形容词/动词原形Step 5. Read Tom’s hobby (9 mins)Look at the conversation on QQAfter looking at the conversation between the teacher and the student Tom, students are asked “why did Tom send the messages ” and “why was I angry”, which leads to Tom’s letter naturally.Read Tom’s letter and give opinions on Tom’s hobbyHe is interested in... I think it's... because it brings him.../ it makes him...Ss: He is interested in playing mobile games. I think it’s harmful because it brings him bad marks and makes him unhealthy...Group workRead Tom’s letter again and discuss about what aspects of hobbies Tom wrote in his letter.Ss: Tom wrote about: what are his hobbies; why he likes playing games; when he started playing games; what he will do in the future...Step 6. Share your hobbies (5 mins)1. Think about your own hobbies.Students will think about their own hobbies by considering: Are you “David” or “Tom” 2. Work in pairsShare hobbies with partners, using the key expressions in their conversation.A: What are your hobbies B: I have many hobbies, such as... And I'm especially interested in...A: What do you think of your hobby B: It makes me.../ brings me... What about you A: I usually spend my free time... As a result, ... As the students are not familiar with the new teacher, guessing game and the gifts of chocolate can arouse students’ learning interest, attract their attention and get closer to the teacher.What’s more, it’s a good way to review some key words in Unit 1, such as coin, fan, stamp, valuable and so on.Thinking about Joline’s hobby can also make students consider the value of collecting things.This step aims to let the students review the key expressions of the passage in unit 2, which is helpful to their writing.Students are supposed to think about David’s hobby and give their opinions.Students may feel confused with the usage of these two words, and this activity is designed to help them analyze the differences by themselves and understand them better.QQ is a common instant messenger among students, which may arouse their interest. Besides, it leads them to think about what results Tom’s hobby has brought him and whether they have the similar situations of their own.Students are also required to use the expressions stressed in this class.In this step, students are clear about what aspects and structure Tom wrote about hobbies, which helps their own writing later.By comparing Tom and David, students can think critically about others’ and their own hobbies.In this module, Ss are required to use these expressions fluently, so it’s necessary to review them again and again. Sharing before writing is able to decrease the difficulty of writing.
While-writing(7 mins) Step 7. Write about your hobbies (7 mins)Requirement: Choose one of your good or bad hobbies, and think about the details, results, and future plans.(at least 80 words). This step aims to let the students write about their own hobbies with the expressions and structure they have learnt in this class. Through writing, they can also consider about what results their hobbies bring to him and what to do in the future.
Post-writing(7 mins) Step 8. Share and check (6 mins)Show some of the students’ work and let the writers read.Then check how many stars they can get.ChecklistI can get______________★ in my writing.1.Add some details (when/ who/ how…) ★★2.Write down the results ★3.Think about your future plans ★4.Use at least three（≧3） expressions: ★ be interested in doing…/spend… doing… such as/ as well as/ as a result ...make(s) .../...bring(s)... Step 9. Further thinking (1 min)Let them think what kinds of hobbies they should choose in their daily life, and what good hobbies can bring them. Students’ letters will be shown, and their output can be seen vividly. By checking others’ work, they can also learn from each other and make their own writing better.It’s high time for value education.
Homework Must-do:Polish your writing according to the checklist. If you have good hobbies, stick to them; If you have bad ones, change them.Can-do: Share hobbies with each other and find more information about popular hobbies of other countries on the Internet. The homework is designed to make students consolidate the knowledge, think over their own hobbies, and let them continue to know more about others’ hobbies.
Blackboard Design Module 6 Hobbies-writingI enjoy… I’m interested in…I spend my free time...such asas well asas a resultmake sb. +adj./n.bring sb. +n. This blackboard design not only shows the key expressions, but also shows the writing structure, which helps students to polish their letter according to requirements.The right part is designed for value education.