Unit 2 What’s your hobby？Lesson 7 教案

Unit
2
What's
your
hobby
Lesson
7
教案
1教学目标
1.通过创设真实的语境引导学生能够听说读写以下词汇及句子:open,
hobby,
map,
What’s
your
hobby
My
hobby
is….通过情景中的师生交际、生生交际引导学生听、说、认、读以下句子:I
like
collecting
toy
cars.
His
hobby
is….
2.引导学生通过参与课堂并完成各项活动任务,培养学生的语言交际能力,能够用英语向别人简单介绍自己的兴趣爱好,并能够询问和简单介绍他人的兴趣爱好。
3.
通过本课任务活动情景的设置,引导学生在潜移默化中受到德育教育,培养学生养成良好的兴趣爱好并从中学会分清有益与无益健康的爱好;培养学生与同伴的交流、合作能力。
2学情分析
学生在三、四、五年级阶段学习过I
like….
Do
you
like… 和What
subjects
do
you
like 及I’m
interested
in….等句式。这些都为学生顺利掌握本课的内容奠定了一定的基础。此外,六年级学生已经有五年的英语学习经历,具有一定的英语听说读写技能,能够脱口而出一些简单的常用单词和日常交际用语。这有利于教师在课堂教学中结合他们已有的英语语言基础巧设情境,引导他们积极参与课堂语言实践活动,来拓展英语语言知识,发展综合语言运用能力。
3重点难点
教学重点
1.
新单词stamp,
collect,
hobby及功能句式What’s
your
hobby
My
hobby
is….等在实际情景中的灵活运用。Stamp,map采用实物教学的方式来学习;collect通过课件的演示引导学生感知来突破;
hobby采用以旧引新的方式,通过教师创设情境会话以like
doing
为先导,最后进行归纳总结得出hobby。所有词句的学习都贯穿于教师设计的情景会话之中,在用中学,在学中用。
2.
Do
you
like…
What’s
your
hobby 等功能句式在a
guessing
game环节中通过学生猜其他同学的兴趣爱好来进行突破,引导学生在实际的会话交际中进行学习操练。
学时难点
1.
对所学功能词句在识记操练中的运用。
2.
有关第三人称的句式在热身环节进行感知,在巩固操练环节中通过学生谈论Tom的家庭的成员的爱好加以巩固输出。
4教学过程
活动1【导入】一、课前热身，迅速入境
(一)游戏引领,复习旧知
1.
Greet
to
the
students
and
introduce
the
use
of
the
picture
cards.
T:
Hello!
Everyone.
Nice
to
see
you.
Ss:
Hello!
Teacher.
Nice
to
see
you.
T:
I
like
studying
with
you.
S:
Do
you
like
studying
with
me
Ss:
Yes.
T:
Look!
There
are
some
boxes
on
your
desks.
The
boxes
are
different
in
colours.
They
are
colorful.
What’s
in
them
Do
you
want
to
know
Ss:Yes.
T:If
you
want
to
know,
what
should
you
do
Ss:
Open
the
box
and
see.
T:
Let’s
open
the
boxes
and
see.
What
are
they
They
are
pictures
cards.
I
like
collecting
picture
cards.
Do
you
like
them
Ss:
Yes.
T:
If
you
do
well
in
class
you
can
get
a
picture
card.
You
can
get
it
by
yourself.
OK
Ss:
OK.
【设计意图】激发学生兴趣,引导他们积极主动地参与课堂,同时出示评价卡片,为后面的教学环节做铺垫。
2.
(1)
Communicate
with
the
students
with
the
following:
T:
Are
you
interested
in
getting
cards
right
now
Ss:
Yes.
T:
OK,
please
answer
my
questions.
What
do
you
like
S1:
I
like
…
T:
Oh,
your
hobby
is….
What
do
you
like
S2:
I
like
…
T:
Oh,
your
hobby
is….
We
call
the
thing
we
like
doing
“hobby”.
Now
read
after
me
“hobby”.(上板书hobby)
Read
it
Ss:
Hobby…
(2)
Show
some
pictures
of
hobbies
to
the
students.
Work
in
groups
and
find
out
the
good
hobbies
and
bad
hobbies.
And
then
say
them
in
chains.
T:
Everybody
has
hobbies.
Look.
Here
are
some
pictures
about
hobbies.
Some
are
good,
some
are
bad.
Let’s
see
which
ones
are
good,
which
ones
are
bad.
First,
let’s
talk
about
them
in
groups,
then
say
them
in
chains.
T:
Very
good.
Now.
Look.
These
are
good
hobbies
and
these
are
bad
hobbies.
If
you
want
to
know
other’s
hobby
What
do
you
ask
Maybe...
Ss:
What’s
your
hobby
T:
What’s
your
hobby
S:
My
hobby
is
swimming.
T:
OK.
Very
good.
Can
you
ask
another
one (Do
more
practice.)
(3)Play
a
guessing
game
with
“Are
you
interested
in…
Do
you
like… ”.(Ask
the
students
to
guess
what
his
classmate’s
hobby
is.
)
At
last,
guess
the
teacher’s
hobby.
T:
Do
you
want
to
know
other’s
hobby
Let’s
play
a
guessing
game.
Ok
I
will
ask
one
of
you
to
come
here
to
be
himself
or
to
be
other
people.
The
others
guess,
just
like:
Do
you
like…
Is
your
hobby…
Clear
【设计意图】通过会话操练来引出本课话题“hobby”,以游戏的形式引导学生在无意中复习旧知,激发学生的学习兴趣,并通过猜测教师的爱好引出本课功能句式“What’s
your
hobby ”。同时引导学生对好的爱好与不好的爱好进行感知,并对他人的爱好进行评价,对学生进行潜移默化的德育渗透。
(二)会话交际,感知新知
1.
Tell
the
class
my
hobby
is
taking
photos.
Then
show
some
beautiful
photos
of
Tianjin
to
them.
(1)
Change
one
of
the
pictures
into
a
stamp
and
learn
the
new
word
“stamp”.
Then
change
the
other
pictures
into
stamps
and
learn
“stamps”.
(2)(课件呈现)Collect
the
stamps
into
a
stamp
album
and
learn
“collect”
and
“a
book
of
stamps”.
Then
ask
the
students
to
guess
the
teacher’s
hobby.
T:
My
hobby
is
taking
photos.
Do
you
want
to
see
my
photos
Ss:
Yes.
T:I
have
some
beautiful
photos.
Look,
they
are
the
photos
of
Tianjin.
Are
they
beautiful
Are
they
colourful
2.
Show
another
stamp
to
the
class
(There
is
a
map
of
China
on
the
stamp).
Then
learn
the
new
word
“map”.
T:
Look.
I
have
another
stamp.
What’s
on
the
stamp
S:
There
is
a
map
of
China
on
it.
T:
Yes,
it’s
a
map.
Maps
can
help
us
a
lot.
So
I
like
collecting
maps
What’s
my
hobby
3.
(1)
T:
My
hobby
is
collecting
maps.
What
do
you
like
What’s
your
hobby
S1:
My
hobby
is
swimming.
T:
Oh,
you
like
swimming
Do
you
want
to
know
his
hobby
You
can
ask
him.
S1:
What’s
your
hobby
S2:
I
like
singing.(Do
more
practice.)
【设计意图】通过将一张张天津美景的照片变成邮票,来吸引学生的注意力,直观而形象的学习“stamp”,
“stamps”,
“collect”。并利用教师的语言引导学生理解“beautiful”和“colourful”;通过直观教学来学习“map”一词;在操练时教师只是引导,有师生互动转为生生互动,充分体现了以学生为主体的原则。
活动2【讲授】二、试听结合，呈现新知
(一)面向全体,听说领先
Tell
the
class
our
friend
Peter,
Bob
and
Li
Yan
also
have
good
hobbies,
too.
Watch
the
video
twice.
Firstly,
watch
the
video
carefully.
After
watching,
please
tell
us
what
you
can
hear.
It
can
be
a
sentence
or
a
phrase
even
a
word
is
OK.
Secondly,
watch
the
video
again.
Before
watching,
listen
to
the
questions
about
the
dialogue
and
take
some
notes.
After
watching
ask
and
answer
in
pairs.
Questions:
(1)
What’s
in
the
box
(2)
What’s
Bob’s
hobby
(3)
What’s
Peter’s
hobby
(4)
What’s
Li
Yan’s
hobby
(5)
What’s
Kate’s
hobby
【设计意图】体现面向全体的理念,给不同学生输出语言和展示自我的机会,体验成功。学生在试听后回答问题,即锻炼了学生听说的能力,又增强了学生的理解能力,也使学生对本课有一个整体的认知。
(二)
会话阅读,交际使用
Read
the
dialogue
in
groups.
【设计意图】提高学生的阅读能力及会话能力,引导学生进一步巩固所学知识。通过学生阅读或表演对话,引导学生在相互交流中相互影响,达到育人的目的,培养学生有益健康的兴趣爱好。
活动3【活动】三、多元练习，操练巩固
(一)Group
work.
Talk
about
their
hobbies
according
to
the
cards
and
then
ask
some
of
the
students
to
interview
others.
(If
the
students
can
say
the
reason,
that’s
great!
If
they
can’t,
that’s
good.
If
they
don’t
like
doing
the
things
on
the
card,
they
can
say
their
own
hobbies.)
T:
You
have
done
a
good
job.
Everyone
can
get
a
card.
Now,
I
want
to
know
how
many
picture
cards
you
have
collected.
Show
me
your
picture
cards.
OK.
Good.
The
cards
are
about
hobbies.
Next,
let’s
do
group
work.
You
can
talk
about
your
hobbies
according
to
the
picture
cards
in
pairs,
also
you
can
describe
the
picture
card
by
yourself.
If
you
can
tell
me
why,
Great!
If
you
can’t
tell
me
why,
you
just
tell
me
your
hobby.
If
you
don’t
like
doing
the
things
on
your
cards.
You
can
say
your
own
hobbies.
Clear
【设计意图】利用印有各种兴趣爱好的评价卡片这一教学资源,运用到教学环节之中,通过学生的自我描述达到评价为教学所用的目的;通过学生之间的采访问答将所学知识运用于实际交际之中,达到学以致用的目的。学生也可以说其它的爱好,这样给了学生更加广阔的空间。通过学生说出自己爱好的原因来渗透“爱好是最好的老师”这一思想。
(二)Tasks.
Show
a
photo
of
Tom’s
family
to
the
class.
(Their
family
members
have
different
hobbies.)Ask
the
students
to
finish
the
short
passage
or
write
something
about
their
hobbies.
T:
All
of
you
have
done
a
good
job.
Everyone
can
get
a
big
picture
card.
They
are
under
the
box.
Look.
There
is
a
photo
of
Tom’s
family.
The
family
members
have
different
hobbies,
too.
Here
are
two
tasks.
Task
One,
Look
at
the
picture
below
and
finish
the
passage.
Difficulty:
Look
at
the
picture
of
Tom’s
family.
They
have
different
hobbies.
Tom’s
hobbies
are
________
TV
and
___________the
piano.
I
think
watching
TV
too
much
is
a
___________hobby.
Tom’s
sister’s
hobbies
are
____________and
skateboarding.
I
think
they
are
__________hobbies.
Tom’s
mother
__________
playing
football
and
playing
badminton.
Tom’s
father’s
hobbies
are
smoking
and
____________.
___________is
a
good
hobby
but
smoking
isn’t.
Tom’s
grandparents
like
___________and
___________photos.
Task
Two,
Look
at
the
picture
below
and
write
something
about
their
hobbies.
Difficulty:
Choose
one
and
finish
the
task.
Then
share
your
task
in
your
group.
Three
minutes.(Two
minutes
to
prepare
and
one
minute
to
share
in
groups.
【设计意图】
以图片的形式呈现Tom家庭成员的不同兴趣爱好,激发学生的好奇感。学生根据自己的自身情况去有选择性的完成任务,体现了学生的自主性原则以及达到分层教学的目的。通过学生对家庭成员们爱好的描述,进一步巩固所学知识。学生对不同爱好的进行评价,引导学生加深对好与坏的兴趣爱好的理解与辨别能力。从而形成积极向上的兴趣爱好。
(三)Make
a
conversation.
Choose
one
interest
club
according
to
your
hobby.
T:
Our
school
also
have
many
interest
clubs.
Look!
What
are
they
Every
week
you
can
choose
one
club
according
to
your
hobby.
Next,
Let’s
make
a
short
conversation
like
this.
T:
What’s
your
hobby
S1:
My
hobby….
T:
Which
club
do
you
want
to
choose
S1:
I
want
to
choose
….
T:
Which
club
do
you
want
to
choose
S2:
I
want
to
choose
the
…
club.
T:
Why
S2:
Because
my
hobby
is
….
T:
Please
work
in
groups,
one
of
you
to
be
the
teacher,
others
to
be
the
students
and
choose
one
club
according
to
your
hobby,
then
act
the
conversation.
【设计意图】学生们通过自主选择兴趣小组,并进行角色扮演,将所学知识进行输出,达到学以致用的目的。
(四)
Free
debate.
Whether
surfing
the
internet
a
good
hobby
or
a
bad
hobby
【设计意图】学生通过自主选择所支持的论点进行自由辩论,提高了学生的语言运用能力,并将德育教育渗透于其中,达到润物无声的效果。
活动4【作业】四、作业布置，课堂延伸
Make
an
interview.
Ask
your
friends
about
their
hobbies.
【设计意图】这是一个完成任务后课堂延伸的过程,引导学生将所学知识运用到现实生活之中,达到活学活用的目的,提高学生的语言技能。在完成作业的同时,提高学生的分析和解决问题的能力,培养学生养成积极向上的兴趣爱好。