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：
1.
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...
3.
能正确、熟练地应用used
to
do
sth以及perfer/
like
/enjoy/
be
interested
in
doing
sth。
4.
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.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...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：
1.
能听懂表示兴趣爱好及水平相当的话题。
2.
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。
3.
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。
4.
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
1.
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。
2.
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
