八年级上册教案设计
Unit 3 Our Hobbies
Topic 1 What’s your hobby
Section C
Ⅰ. Material analysis
本节课主要活动为1a和2。
Section A引出了爱好的话题，Section B谈论了过去及现在的爱好，Section C以举例的方式，具体讲述某一种爱好。通过介绍scrapbook的制作，呈现了单词background, paper, glue, scissors, stick, friendship, stupid等。通过scrapbook的制作过程，引出在谈论事情或制作的时候需要注意条理性。在2中也将used to do sth延伸到特殊疑问句形式。本课要求学生能读懂本篇文章，并能模仿scrapbook的制作过程，制作出集邮册、留言册等，并能够用英文讲述其制作过程。这样的话题要求学生动手参与，实用性强，学生非常感兴趣。
Ⅱ. Teaching aims
Knowledge aims：
能根据音标，正确朗读出单词表中黑体单词及短语：background, paper, glue, scissors,
stick, friendship, stupid等。
2. 能正确拼读并运用单词: friendship, funny, stupid, ugly, background, paper, scissors...
能正确、熟练地应用used to do sth以及perfer/ like /enjoy/ be interested in doing sth。
能使用表示顺序的词如: first, second, next等写一份简单的制作说明书。
Skill aims：
1. 能基本听懂本课文本材料，及他人对爱好的阐述。
2. 能正确地口头介绍scrapbook的制作流程。
3. 能正确朗读课本的文本材料，并能读懂相关的文本材料。
4. 能正确模仿本课课文，通过书面形式介绍一种自己的爱好。
Emotional aims：
通过对课文的学习，要求学生能模仿scrapbook的制作过程，做出自己喜欢的东西，在制作过程中养成互帮互助和认真倾听他人建议的好习惯，让学生感受美好的事物都需靠勤劳的双手来创造。
Ⅲ. The key points and difficult points
Key points：
1. 学习表示顺序的词如: first, second, next等。
2. 复习表示喜好的短语、单词：used to do sth, perfer/ like /enjoy/ be interested in doing sth.
Difficult points：
熟练应用used to do sth 的各种形式。
Ⅳ. Learning strategies
1. 训练学生通过标题预测课文的能力。
2. 阅读时认真观察图片或者名字会为把握文章大意提供帮助。
3. 通过实践参与制作，能在制作过程中发现并解决问题。
Ⅴ. Teaching aids
Computer multimedia projector, glue, scissors, background paper
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction(4 minutes) 1. The whole class work2. The whole class work3. Group work4. Group work5. The whole class work 1. Focus their attentionon the teacher.2. Listen to the teacher carefully. 3. Discuss and hand up. (English or Chinese)4. Discuss this question in groups. Maybe each student has his/her own idea, but they should say, “First, take out the elephant; second...”5. Think and discuss. Chinese is OK, because there may be so many new words. 1. Greet students ready for learning.2. Play a game to warm students up. Who is the cleverest in our class 3. Ask this question “How to put an elephant into the refrigerator ” (Give them smiling faces if their answers are reasonable.)4. Give another question “How to put a tiger into the refrigerator ” (Guide students answer this question with “first, second, third…”)5. Show the third question “How to put some interesting things into a scrapbook ”. Show the object and teach the words “background paper” at the same time. Don’t check the answer immediately. Let them think. Write the question on the blackboard.
Presentation(10 minutes) 1. The whole class work and group workThe whole class work3. Individual work4. Individual work5. Individual work and group work 1. Think and discuss how to speak them in English. They may look them up in the words list or some other ways to get the names. Anyway, they are attracted by them.2. Read these words carefully and follow the teacher.Remember these words and predict the passage under the mention. (prediction can help us understand the whole passage very well.)4. Students find the sentence “Scrapbooking is a hobby.” and “Today people collect many things in scrapbooks.” at once. They can give the passage a name that is “Scrapbooking”. 5. (1) Finish 1b after they find out the topic sentence of paragraph. (2) Check the answer in groups. 1. Ask students to look at the tools on the teacher’s desk carefully. Ask, “Can you name them ”2. At this time, teach students the new words by showing the objects. Ask students to remember them according to the pronunciations.3. Finish 1a. Provide students 2 or 3 minutes to remember these words and ask students to predict what they will learn according to the pictures on Page 59 and the tools on the teacher’ s desk.4. Finish 1b 1. Teacher asks the students to skim 1a and find out the topic or general idea as quickly as they can. Tell students the topic sentence will help them understand the passage.5. Finish 1b 2. Teacher asks the students to scan 1a and answer the question: Since we will make a scrapbook, do you know what may people collect in scrapbooks today
Consolidation(15 minutes) 1. Group work2. Group work and individual work3. Group work and individualworkThe whole class work and individual work5. Group work and individual work 1. Students imitate Paragraph. They may say “I will put pictures with my friends, many famous star cards, game cards... in it.” Look up some words in the dictionary or use other words to express the same meaning.2. Find the answer from paragraph 3. They can find “first, next…”3. Discuss in groups. Each student has his/her own idea.4. Fill in the blanks according to their memories. They also can open the book if they can’t remember.5. Students retell this passage in groups. And then hand up. 1. Finish 1b 4. Let students Discuss: If they have a chance to make a scrapbook, what will they collect in their scrapbooks Walk around the classroom, students may have many words they can’t express. Tell them they can ask the best teacher—dictionary--for help.2. After they know what to collect, ask students to read 1a again carefully and find out how to start to make a scrapbook.3. Finish 1b 3. Ask students to discuss “ How do you make a scrapbook ” Remind students to imitate the text book “first, next,…”4. Design a task for students.Ask them to fill in the blanks.Teacher takes out some words (new words or key words or phrases) from 1a.Ask students to retell the whole passage according to the task. Tell them to use their own words.
Practice(6 minutes) 1. The whole class work and pair work2. Pair work and group work 1. The student answers this question. Maybe “Yes”, add the question of “What did you use to collect ” If the answer is “No”, he should answer “What did you use to do ” 2. Ask and answer these two questions in pairs. Find each other’s mistakes. Guide students to review “used to do sth”. Make sure they can use this phrase correctly. Leading in this part, teacher says, “From this passage, we know scrapbooking is a hobby. It was one of my hobbies several years ago. I used to collect many famous stars’ photos and stamps in it.” Ask a student, “How about you Did you use to collect things in the scrapbook ” Finish 2. Tell students that hobbies may change as time goes by. Ask students to look at part 2 and discuss “What do Kangkang and Michael often do in different seasons now ” and “What did they use to do in the past ”
Production(10 minutes) 1. The whole class work and group work2. The whole class work and individual work3. The whole class work4. Individualwork5. Individualwork 1. Discuss how to make a class book. Consider the following aspects :What to collect How to make it First,Second,Why to make it Friendship, beautiful.Imitate 1a. 2. Share their opinions.Some volunteers come to the platform to demonstrate it.3. All the students should know the meanings of the summary and know how to make a scrapbook. 4. Read 1a and 3 carefully. Find some important information that can be used in the passage.5. Students review Sections A-C to prepare for Section D. 1. Finish 3. Peter in our class was ill. He wants to do a class book. Ask students to discuss how to make a class book. Part 3 may give them help.2. Ask students to share their opinions. Invite volunteers to make it on the platform. Other students give their advice.3. Teacher summarizes what the students learned today: some new words, some key words and the way of doing a scrapbook.4. Teacher assigns homework:(1) Make a scrapbook, a class book or something like this.(2) Write down how do you make the book.5. Teacher assigns the students to review Sections A-C to prepare for Section D.
Teaching Reflection This class is related to students’ life very much. They can find it very useful. They like it a lot. Most students know topic sentence is very important when they are reading. But writing a passage about how to make a class book without looking up the textbook is difficult for them.
Ⅶ. Blackboard design
Unit 3 Our HobbiesTopic 1 What’s your hobby Section C G1 G2 G3 G4
What to
collect in a
scrapbook.
Introduction
of scrapbook
scrapbook
How to put some
interesting things in a scrapbook
First,
Next,
Have fun making scrapbook.
PAGE
3
Unit 3 Topic 1 Section C八年级上册教案设计
Unit 3 Our Hobbies
Topic 1 What’s your hobby
Section A
Ⅰ. Material analysis
Section A的主要教学活动为1a和2。
通过Helen和Wen Wei的对话，呈现了本课所要谈论的话题: What’s your hobby 以及兴趣、爱好的不同表达形式，如like/enjoy/prefer/be fond of /be interested in +doing。结合本单元的话题Our Hobbies, 呈现了大量的表示兴趣爱好的短语: go traveling, collect stamps, walk a pet dog, listen to music等。“兴趣爱好”这个话题和学生们的生活紧密相联，容易激发学生的学习兴趣。但要正确使用爱好的不同表达形式对学生来说还是有一定困难的。所以，要求老师以课本文本内容为依据，结合学生的实际生活，引导学生正确地使用like/enjoy/prefer/be fond of /be interested in +doing谈论自己的兴趣爱好，并能书面表达自己及朋友家人的兴趣爱好。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标正确拼读并运用单词表中的单词，如: hobby, poem, maybe等。
2. 能正确地用英语表达自己的喜好，如: go traveling，collect stamps，walk a pet dog, listen
to music等。
3. 能正确地运用不同的方式，如: like/enjoy/prefer/be fond of /be interested in +doing结
构来表达兴趣爱好。
4. 能运用本课所学语言，就自己和他人的喜好用英语进行交流。
Skill aims：
1. 能听懂有关喜好的话题，并能听懂朋友的邀请。
2. 能正确地谈论爱好，根据实际情况拒绝或接受朋友的邀请。
3. 能正确朗读课本的文本材料，在图片提示下基本读懂谈论爱好的文章。
4. 能正确地写出自己和他人的兴趣爱好，能根据图片编一个跟爱好相关的小故事。
Emotional aims：
培养学生有益于学习和身体健康的兴趣爱好。
Ⅲ. The key points and difficult points
Key points：
1. What’s your hobby My hobby is...及like/enjoy/prefer/be fond of /be interested in +doing
句型。
2. go traveling, collect stamps, walk a pet dog, listen to music
Difficult points：
be fond of/be interested in其后动词要用V-ing形式。
Ⅳ. Learning strategies
学生能够借助不同的句型和句子结构来表达相同的意思，这样有助于口语和书面表达的
灵活性和多样性。
听前复习词组，扫除词汇障碍，对完成听力任务有很大的帮助。
Ⅴ. Teaching aids
Computer multimedia projector
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work2. The whole class work3. The whole class work4. Individual work 1. Focus their attention on the teacher.2. After a short movie, students guess the teacher’s hobby “Is your hobby running, reading, or doing exercise ” 3. Read these sentences on the blackboard aloud.4. Speak out the correct answer. (some of them who previewed 1a) 1. Greet students ready for learning.2. Show a short movie about teacher’s life on Sunday, such as running, reading, doing exercises. Ask students to guess “What’s my hobby ” or “What do I often do in my spare time ” Teach the new word “hobby”. e.g. Ann likes sports. I think doing sports is Ann’s hobby.3. Write down “What’s your hobby My hobby is reading.” on the blackboard.4. Ask students “What are Helen and Wen Wei’s hobbies ” (Tell students preview is very important.)
Presentation(15 minutes) 1. Individual work2. The whole class work3. Group work4. Individual work5. Individual work6. The whole class work and individual work7. Group work: Each one takes part in the group work 1. Listen to 1a and answer the question. Pay attention to the new word “recite” and “maybe”. (The students who know the answer can recite the passage according to the tape.)2. Read “recite” and remember its meaning, spelling and pronunciation. Finish 1b.3. Write down the phrases according to the pictures as many as possible. Then share the answers in groups.4. Listen to 1a again. Check the phrases. Pay attention to the pronunciation.5. Listen to 1a for the third time and finish 1c. Then hand up as quickly as possible.6. Read 1a carefully. Hand up when meeting problems. 7. Finish 1d individually and check the answers in groups. 1. Write “What are Helen and Wanwei’s hobbies ” on the blackboard. Teacher plays the recording of 1a and lets students find out the answer.2. Finish 1b. Check the answer and teach the new word “recite” by showing pictures.（Show pictures about students reciting English textbook in the morning.)Encourage students to look at the pictures in 1c and try to check the phrases according to the pictures.4. Play 1a again and ask students to write down the phrases in 1c.5. Play 1a for the third time, and ask students to write H for Helen’s hobbies, W for Wen Wei’s.6. Provide students 2 minutes to read 1a aloud. Teacher should walk around the classroom to check whether the students can read and give them some advice or help.Then the whole class read 1a together.7. Finish 1d. Ask students to read 1a and fill in the blanks.
Consolidation(10 minutes) 1. The whole class work and individual work2. Individual work3. Group work and pair workGroup work and pair work5. Individual work 1. Think about different ways to express
preferences.e.g.like/love/prefer (they have studied)They can say Wen Wei likes/prefers reading stories. Fill in the blanks by themselves. And check the answers after
listening.Discuss these words in groups “Do they have the same meaning ”4. Discuss in groups about the structure of “like/be fond of/be interested in /enjoy/prefer + doing”. 5. Students fill in the blanks:What’s your______ I______ reciting poems.I prefer______(draw).She is fond of____ (walk a pet dog).They_____ collecting stamps.I like_______(plant). 1. Check the answers in 1d and write “Wen Wei enjoys reading stories and listening. Helen loves reciting poems.” on the blackboard. Tell students there are different ways to express the same meaning. Encourage students to find out other sentences which can express the same meaning.2. Finish 2. Ask students to fill in the blanks in 2 according to the pictures. Then play the recording of 2.3. Write down “like/be fond of/be interested in /enjoy /prefer” on the blackboard.4. Ask students to look at 2 carefully and suwmmarize the usage of “like/be fond of/be interested in/ enjoy /prefer”.5. Teacher explains some key points and difficult points to the students: (1) The structure of “like/be fond of / be interested in enjoy/prefer+doing” (2) The key sentences “What’s your hobby ” “My hobby is reading.” Then give students some exercises to check whether they have mastered them.
Practice(5 minutes) 1. Group work 2. Group work and individual work3. Group work 4. Group work 1. Guess the meanings of new words according to the pictures in 3a. And match the pictures with the phrases. Share the answers in groups.2. Number the pictures after listening.3. Students read the new words one by one in their own groups, correcting each other’s mistakes at any time.4. Prepare a competition. Speak out more sentences with the same meaning. 1. Check the answers. Ask students to pay attention to the structures. Guess the meanings of “collect” and “plant” according to the pictures in 3a.2. Play 3a. Pay attention to the pronunciation.3. Play 3a again.4. Organize the students to play a game. The group leader speaks out a sentence using “love /prefer/be fond of ...” and the activities in 3a. Other group members speak out the sentences with the same meaning. The group which can speak more sentences is the winner in 30 seconds.
Production(7 minutes) 1. Group work and individual work2. The whole class work and individual work3. Individual work Get group members’ hobbies as many as possible. The group which gets the most hobbies of the classmates is the winner.2. Group 1 read the
words aloud while other groups spell them out.Then students read the words and phrases together.Students ask and answer in pairs by using the following words and phrases: recite, collect, plant, be fond of, be interested in.3. Each student has to write a short passage about his/her own or friend’s hobbies after class.Students learn Section B by themselves afterclass. 1. Guide students to make an interview about students’ hobbies.2. Teacher shows important language points on the computer screen as a summary.(1) Words List: Students have to read and spell the following words correctly. (2) Grammar Focus：What’s your hobby I prefer/am fond of/am interested in/ love+doing.What do you often do in your spare time I often ...Why not/don’t you...3. Teacher assigns the homework:(1) Writing: Write a short passage about hobbies using the sentences we studied today.(2) Prepare Section B after class.
Teaching Reflection It’s easy for the students to use the structure of “prefer/be fond of/be interested in/love + doing” after teaching, but it’s hard for them to remember these phrases which are related to the hobbies or outdoor activities. Teachers should think of more ways to practice these phrases.
Ⅶ. Blackboard design
Unit 3 Our HobbiesTopic 1 What’s your hobby Section AWhat’s your hobby My hobby is ...I like /prefer/love/enjoy/am fond of + doingWhat are Wen Wei and Helen’s hobbies Wen Wei enjoys reading stories and listening. Helen loves reciting poems. G1 G2G3G4
recite, maybe, be interested in, be fond of, collect,
pet, plant
collect stamps
hobbies
climb
mountains
go traveling
plant flowers
walk a pet dog
PAGE
7
Unit 3 Topic 1 Section A八年级上册教案设计
Unit 3 Our Hobbies
Topic 1 What’s your hobby
Section B
Ⅰ. Material analysis
Section B的主要教学活动为1a和3。
本节课主要通过Michael, Maria和Kangkang之间的对话，继续学习表示兴趣爱好的话题。Section B是对Section A的延伸，谈论的内容也从谈论现在的兴趣爱好扩展到了对过去兴趣爱好的谈论，即used to do sth 和它的否定形式used not to do sth/didn’t use to do sth。本小节第3部分主要谈论过去和现在爱好的对比。学生们对兴趣爱好的话题很感兴趣。但是要正确使用used to do sth表达过去的兴趣爱好，也是有困难的，所以在设计这堂课的时候，老师应该将语言知识、语言点融入实际生活当中，让学生感受到本话题的实用价值。能够在生活中自由谈论现在和过去的兴趣爱好并能够进行书面表达。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标，正确朗读出下列单词及简单短语: collection, doll, coin, pop, used to do sth。
2. 能在老师的引导下，判断出S在清辅音、元音、浊辅音和ts/ds中的不同发音。
3. 能正确拼读并运用单词表中的单词,如: coin, hate, pop等。
4. 能用used to do sth/used not to do sth/didn’t use to do sth表示过去的兴趣爱好。
5. 能运用本课所学语言，对过去和现在的兴趣爱好进行对比。
Skill aims：
1. 能听懂有关过去的兴趣爱好和现在的兴趣爱好进行对比的简单对话和陈述。
2. 能正确地口头表达有关喜欢和不喜欢及它们的过去式的话题。
3. 能正确朗读课本的文本材料，准确把握语音、语调及连读。
4. 能正确地运用书面表达写出自己和他人现在及过去的兴趣爱好。
Emotional aims：
通过对Section B的学习，要求学生明白在不同的兴趣爱好中，可以增加不同领域的知识。培养广泛的兴趣爱好可以帮助我们更快成长。
Ⅲ. The key points and difficult points
Key points：
1. used to do sth /used not to do sth/ didn’t use to do sth句型的运用。
2. “s”在清辅音和浊辅音里发音的不同以及/s/和/t/, /d/在一起时的发音。
Difficult points：
1. used to肯定和否定形式的运用及转换。didn’t use to do sth容易写成didn’t used to do sth。
Ⅳ. Learning strategies:
1. 能够做到课前预习生词和采访同学们的爱好可以帮助我们更好地学习。
2. 养成主动地与他人积极交流的习惯，以加深和他人的友谊。
Ⅴ. Teaching aids
Computer multimedia projector, cards, coins, stamp collection
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction(5 minuets) 1. The whole class work2. The whole class work andindividual work3. The whole class work4. The whole class work 1. Focus their attention on the teacher.2. Answer this question with “I/She/He prefer(s) /be fond of/be interested in /like /love + doing.”3. Read these new words and try to understand the meanings according to the objects and the pictures on the blackboard.4. Listen to the teacher carefully and try to understand the sentences. 1. Greet students ready for learning.2. Organize students to review what they have studied the day before by asking such a question “What’s your/your mother’s /father’s hobby ” Check whether they master it. The group which can answer the question without any mistakes can get a smiling face.3. Take out a stamp collection, some coins and a doll. Teach the new words: coin, doll… by showing them and drawing them on the blackboard.4. Introduce the teacher’s hobby. e.g. I like collecting coins now, but 10 years ago I liked collecting stamps. In other words, I used to collect stamps.
Presentation(10 minutes) 1. The whole class work2. Individual work3. The whole class work4. Individual work5. Group work6. The whole class work 1. Read this sentence and try to understand it according to “I liked collecting stamps 10 years ago.”2. One student gives the answer “I used to enjoy collecting coins.”3. Read after the teacher. Pay attention to the structure.4. Guess the meaning and understand the usage of “used to do sth”.5. Interview your group members’ hobbies in the past. “What hobbies did you use to have ” “I used to...”6. Finish 2. Students should learn some listening skills. e.g. We can’t listen to every word clearly. But don’t worry, for we just listen to the key information. 1. Write “I used to collect stamps.” on the blackboard and repeat it.2. “What hobbies did you use to have ” Teacher asks a good student and writes down this question above the answer.3. Teacher repeats “What hobbies did you use to have ” and the answer “I used to collect stamps.” several times.4. Ask several students the same question.5. Give students 2 minutes to practice. Then each group chooses one pair to perform the dialogue. To avoid only the excellent students performing the show, the teacher should give different points to different members. e.g No.1 in a group can get 1 score when she answers a question. No.2 can get 2 scores. No.6 can get 6 scores.6. Play Part 2. Tell students that they should pay more attention to the collections. Give some tips before students listen.
Consolidation(15 minutes) 1. The whole class work2. Individual work3. The whole class work4. Pair workGroup work and individual work6. Group work and individual work7. Group work 1. Listen to 1a and finish 1b.2. Check the answer, and change the wrong statements into correct ones.3. Students read the sentences in 1a after the tape one by one, imitating the pronunciation and intonation. 4. Students read 1a in pairs, trying to read correctly and fluently.5. Finish 1c. And check the answers in groups. After checking the answers, make a dialogue like the example. 6. Students read 1a individually as quickly as they can.7. Make a dialog like 1a. 1. Play 1a. Teacher plays the recording of 1a without any stop. 2. Check the answers.3. Play 1a again sentence by sentence. 4. Provide 1 or 2 minutes for the students to read 1a in pairs.5. Ask students to read 1a carefully and finish 1c. Check the answers in groups. And then ask students to choose a person from 1c to make a short dialogue. (e.g. What’s Maria’s hobby She likes collecting stamps. Why does she like collecting stamps )6. Design a competition. Who can read fastest in class 7. Make a dialogue like 1a.
Practice(10 minutes) 1. The whole class work and individual work2. Group work and individual work3. Individual work4. Group work and individual work5. Group work and individual work 1. Students read the words individually, asking for help when necessary.2. Observe the rules. And read loudly after the tape. Try to add more words according to the rules.3. Some volunteers read the words and phrases, especially the group leader.4. Students try to understand what the teacher says, if they are not able to follow, try to read more times.5. Pay attention to the pronunciation of each word and sentence. Remember No.1 can only get 1 score. 1. Read the words and sentences in 4a and 4b correctly. Teacher offers 2 or 3 minutes for the students to pronounce all the words and sentences. 2. Play 4a and 4b. Emphasize the rules.3. Teacher encourages several volunteers to read all the words and sentences bravely.4. Teacher analyzes the structures of the words in a short moment, emphasizing some phonemes students can’t read correctly.5. A PK game.Teacher tell the students rules:Look at the screen very carefully. It will show the words, if you see the word, stand up quickly and speak it out quickly. Then you can get a score.
Production(7 minutes) 1. The whole class work and group work2. The whole class work andgroup work3. Individualwork 1. Survey their classmates quickly using “What’s your hobby now What hobbies did you use to have ”2. (1) Students try to read all the words correctly, knowing their meanings. They have to memorize their spellings after class. (2) Students ask and answer in pairs.3. Students finish writing passages after class and preview Section C after class. 1. Play a game. Ask students to survey their classmates’ hobbies in the past and now. The group which can get the most hobbies in 2 minutes is the winner.2. Teacher summarizes : (1) Word List: Students have to read and spell the following words correctly, understanding their meanings: collection, doll, coin, pop, used to do sth(2) Grammar: Ask and answer 3. What hobbies did you use to have I used to...but now I...3. Teacher assigns 3 as homework. They should finish three tasks:(1) Write something about my hobbies now and in the past. Use the phrases we studied today. (2) Write something about others’ hobbies. (3) Prepare for the learning of Section C.
Teaching Reflection Students are very interested in talking about their hobbies now and in the past, but it’s difficult for them to talk about their hobbies in the past using “used to do sth/used not to do sth”. The teacher needs to design more activities to practice this structure.
Ⅶ. Blackboard design
Unit 3 Our HobbiesTopic 1 What’s your hobby Section B What’s your hobby G1 G2 G3 G4I like/prefer/be fond of+doingWhat hobbies did you use to have I used to...I didn’t used to...but now I like...
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Unit 3 Topic 1 Section B八年级上册教案设计
Unit 3 Our Hobbies
Topic 1 What’s your hobby
Section D
Ⅰ. Material analysis
该部分是本话题的最后一课时。主要活动为Grammar、Functions的小结和1。要求教师通过设计不同形式的活动来引导学生自己总结整个话题的语法used to do sth和表示兴趣爱好的功能句I enjoy/like/prefer/be fond of /be interested in+doing。通过学生互动操练，复习并巩固Sections A-C所学的知识，并能将所学运用到实际生活当中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标正确拼读如下词汇: everyday, snake, owner, comfort, pig, bath等。
2. 复习总结本话题的单词和短语如: hobby, poem, coin, lazy, ugly, used to do sth，
enjoy/like/prefer/be fond of /be interested in+doing等。
3. 能熟练谈论表示兴趣爱好的话题。
Skill aims：
能听懂表示兴趣爱好及水平相当的话题。
能够将本话题所学内容和以前所学知识相结合，在日常生活中谈论有关兴趣爱好的
话题。
能够读懂生词含量不超过5%的有关兴趣爱好的文章，并能够有自己的观点及看法。
能根据所学内容写出自己及朋友的兴趣爱好。
Emotional aims：
1. 初步感受、协调在和小组合作的时候的独立性和集体主义。
2. 在采访朋友爱好的时候学会理解和尊重跟自己不一样的爱好，并学会选择有益于身
心发展的兴趣爱好。
Ⅲ. The key points and difficult points
Key points：
1. 强化used to do 的用法，要求每个学生都能简单应用used to do sth。
2. 巩固enjoy/like/prefer/be fond of /be interested in+doing的应用。
Difficult points：
used to do各种形式的正确应用。
Ⅳ. Learning strategies
1. 通过对Sections A-C的复习自己总结出重点语法和功能用语, 通过自己动手参与过的事情印象更加深刻。
2. 在课堂上也可以用used to do sth 来总结和反思自己过去的不足，这样可以帮助你改
掉坏毛病，更快进步。
3. 将同学们的爱好和自己的爱好相比较，通过比较扬长避短。
Ⅴ. Teaching aids
Computer multimedia projector
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction(8 minutes) 1. The whole class work2. Group work and individual work3. Group work4. Group work5. The whole class work 1. Focus their attention on the teacher.2. Read through Sections A-C. Write down some words, phrases and sentences on the
paper. Put the six notebooks together, and number all the words, phrases or some sentences.4. Each group chooses one student to write them on the blackboard.5. Look at the blackboard and erase the same part. 1. Greet students ready for learning.2. Provide students 3 minutes to read through Sections A-C. Ask them to underline or write down the key points they think.3. Ask students to share the notes in groups. Number these words, phrases and sentences. If all the six members write down “used to do sth”, then number this phrase 1. If 5 members write down the words, students number it 2.4. Ask them to write the most important five words, three phrases and three sentences on the blackboard.5. Of course, many words and phrases are the same, because sometimes they have the same ideas. If there are 8 “used to do sth” on the blackboard. Keep one, erase others.
Presentation(12 minutes) 1. The whole class work2. The whole class work3. Group work4. Group work5. Individual work and group work6. Group work 1. Read aloud. Try to remember them.2. Read the key points:used to do sth; enjoy/like/prefer/be fond of/be interested in+doing3. Prepare their dialogue. Write and practice it. Perform it on the platform, paying attention to the gestures and facial look.5. Fill in the blanks. Pay attention to the forms.6. Read them together. 1. Ask students to look at the blackboard and read these key points that they find together.2. Teacher sums up the key points. (Usually the key points were on the blackboard already.)3. Ask each group to make a dialogue using the key points on the blackboard. Walk around the classroom, helping them if it is necessary.4. Ask students to come to the platform to perform it. Encourage them not to be afraid of making mistakes.5. Give students smiling faces according to their expressions. Then ask students to finish Grammar and Functions.6. Ask them to read together.
Consolidation(8 minutes) 1. Group work2. Group work and individual work3. Group work and the whole class work4. Individual work5. Group work and individual work 1. Predict. They may give these answers “hobby, dogs, pet...”2. Read Part 1. They can find there are several new words. Try to guess the meanings in the passage.3. Students guess the meanings according to description, gestures and the sentences on Page 61.4. Read this passage in detail and fill in the blanks.5. Retell the passage in groups and then hand up. 1. Finish Part 1. Show the picture on Page 61. Ask students to predict what the passage may talk about.2. Ask students to read 1 and
check the answer. (Guide students to get the main idea according to the pictures and topic sentences.)3. Teach the words in the passage. It can provide students with the real situations. Dogs and cats are everyday pets, because many people choose them as their pets. There is another kind of pets. It is not very popular. It may bring us danger like snakes.4. Ask students to read Part 1 carefully. Fill in the blanks. Remind students to look at the table carefully. We can find some information from the table.5. Check the answers and ask students to retell the passage according to the table.
Practice(6 minutes) 1. The whole class work andpair work2. The whole class work and group work3. Individual work4. Group workand individualwork5. Group workand individualwork6. The whole class work and group work 1. Discuss what pet they like.2. Answer this question with those words they studied.3. Study these words, trying to remember their spellings.4. Describe their favorite pets. If they don’t have one, they can imagine one.5. Write down their essays. Share in groups, study from each other, and correct each other’s mistakes.6. One student reports his/her essay while others listen to the reporter carefully. Find out other’s mistakes and help to correct. 1. Finish 2. Show some pictures on the screen. There are cute animals and dangerous animals. Let students discuss what pet they like.2. Show a question “Why do you like it ”3. Teach “dirty” and “unfriendly”. (1) Teacher can teach these words by showing pictures.(2) When students are discussing, they may find they can’t express “dirty” or some other words to describe an animal. Teacher can teach them when they need.(3) Teacher also can teach these words by comparing them like the table in Part 2.4. Ask students to describe their favorite pets.5. Ask students to write down essays about their pets.6. Evaluate their behaviors. And ask students to report their ideas to the whole class.
Production(10 minutes) 1. Group work2. The whole class work and individualwork3. The whole class work4. Individualwork and group work5. Individual work 1. Fill in the blanks. Let the name alone.2. Put group members’ cards together.3. Choose a card and judge “Whose form is this ” according to their memories.4. Ask a student “What did you use to do ” “What’s your hobby now And why ” If all the answers are on the table, write down his and your own name and give this card back to the student. It shows that from now on we are friends, because I care about you. Remember your hobbies.5. Write a short passage and preview Section A. 1. Finish Project. Play a game. In the last class, students surveyed their group members’ hobbies. Give each student a table like this:nameIn the pastnowreasonEach student must fill in the blanks except the name.2. Give students right instructions.3. Ask each student to choose one card without looking. And think “Whose form is this ”4. Ask students to ask and answer, then write down the names. Homework(1) Assign the students to write a passage about their group members’ hobbies.(2) Assign the students to review Section A of next topic to prepare for the next class.
Teaching Reflection According to the reviewing, students can master the grammar and functions very systematically. Teachers should design more interesting exercises. Games, competition, debate or some other things can be included.
Ⅶ. Blackboard design
Unit 3 Our HobbiesTopic 1 What’s your hobby Section D G1 G2 G3 G4 used to do sth I used to enjoy pop music, but now I don’t like it.love/prefer/like/be fond of/be interested in+doing
hobby, poem, maybe, pet
collect, plant, coin, hate,
friendship, funny, stupid, ugly,
background, paper, scissors,
glue, cut, stick, lazy, snake,
provide
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Unit 3 Topic 1 Section D
