天津市汉沽六中八年级英语上册《Module 1 Hobbies》教学设计 人教新目标版VIP免费

Module1HobbiesUnit1:ListeningandSpeakingTeachingAims:1.Languageknowledge:Keyvocabulary:collect,collection,tidy,tidyup,doll,fan,stamp,untidy,least,takeup,allthetime,beinterestedin,interview2.Listeningskill:Tounderstandconversationsinvolvingtalkingaboutone’shobbies.Improvethestudents’listeningability.TeachingAids:Multi-Media(orTaperecorder,OHP)TeachingProcedures:Step1Warmingupandleadin1.Greeting.Talkaboutthewintervacation.Howwasyourwintervacations?Whatdidyoudoduringthevacation?Areyouinterestedin…?Whatdidyourfather/motheroftendo?Didhe/shedoitallthetime?Sohis/herhobbyisto….设计意图：寒假回校第一节课，从学生的寒假生活入手，谈论假期生活，逐步引入主题，并导入部分新单词和词组。Step2Listing1.Listthehobbiesofthefamilymembers’.2.Guesswhathobbiestheteachershave.Inthiswayshowthenewwords“stamp,doll,fan.3.Talkaboutthehobbies:Whichhobbyisexpensive?Whichhobbytakesuptheleastspace?Whichhobbyisgoodforusstudents?Whichhobbydoyoulikebest?设计意图：通过列举家庭成员和猜测教师的兴趣爱好，完成新单词的教学。对兴趣爱好的简单问题，既对列举的部分兴趣爱好有一基本的评价，也为下面的听力作好铺垫。Step3Listening1.ReadthechartandpredictTony’shobbies.2.Listenandcompletethechart.3.Listentothetapeagainandanswerthequestionsaboutthetape.WhydoesTony’smumwanthimtotidyuphisroom?Whosehobbyisexpressive?Whichhobbydoyouthinktakesuptheleastspace?4.Callbacktheanswersfromthewholeclass.设计意图：在常规听力练习中进一步提高学生听的能力。Step4Listenandread1.Showthefollowing.Lingling’shobbymusicDaming’shobbyfansSally’shobbygoingtoRadioBeijingSally’splantickets2.Listentothetapeoftheconversationandmatch.(Activity4)3.Listenandrepeattheconversation.4.GettowritedowntheanswersinActivity4.5.Readtheconversationtogetherloudly.Showsomecomprehensionquestions.WhatdoesLinglingneedtodo?Andwhy?WhatmadeSallysointerestedinmusic?WhendidSallyhaveherfirstviolinlesson?WhatisSallygoingtoRadioBeijingtodo?6.Readinagroupof3.设计意图：通过对话的听读操练，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity4&5。Step5Who’swho?1.AsktheSstochooseacharacterfromtheconversation.2.Workinpairs,geteachofthemtofindoutwhichcharacterhis/herpartnerselects.A:Whatisyourhobby?B:Myhobbyalwaystakesupalargespace.A:YoumustbeSally.A:Whatisyourhobby?C:…设计意图：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成“找人”的活动中，加强目标语的训练和加大语言的输入和输出量。Step6Whoismygoodfriendinthegroup?1.Dividetheclassroominto3or4groups.AsktheSsineachgrouptomakeconversationsonebyonetofindoutwhoisagoodfriendofhis/hers.2.Makeconversationstofindoutwhohasthemosthobbiesorhasthesameopinionsabouthobbies.3.Makeconversationswiththeonesinthegrouplikefollowing:A:Doyouhaveahobby?B:Yes,Ido.A:What’syourhobby?B:Myhobbyistoreadbooks.A:Whendidyoustartdoingit?B:IstarteddoingitwhenIwassevenyearsold.A:Howoftendoyoureadbooks?B:IreadbookseverydaywhenIamfree.A:Wheredoyoureadbooks?B:Ireadbookseverywhere,intheclassroom,bedroom,libraryandparkandsoon.A:Whydoyouenjoyyourhobby?B:Ithinkreadingcanmakemehappyandknowalotabouttheworld.A:Doyouwanttochangeyourhobbywhenyougrowup?B:Idon’tthinkso.Readingisimportantandrelaxing.4.Makesuretheonewhohasthesameopinionabouthobbiesorwhohasthemosthobbiesasyouisyourgoodfriend.5.Areportaboutyourgoodfriendliketheexamplegiven.(TheSsmaysubstitutetheunderlinedpartswiththeirownneeds)Ihaveaclosefriendinmygroup.HeisEric.Wehavethesamehobby--Reading.Ericstatedreadingwhenhewassevenyearsoldandnowhereadsbookseverydaywhenheisfree.Heoftenreadsintheclassroom,inhisbedroom,inthelibraryoreveninthepark.Hethinksreadingcanmakehimhappyandknowalotabouttheworld.Healsothinksreadingisveryimportantandrelaxing.Sohewillcontinuereadinginthefuture.设计意图：通过小组内对话，完成寻找好友这一任务，让学生运用有关“兴趣爱好”句型，在用中巩固。非单调地反复，而是有意义地使用，体现“做中学”的理念。通过让学生口头报告自己好友这一活动，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。Homework1.Writeacompositionaboutyourgoodfriend.2.Oralwork:ReadtheconversationofActivity3.3.FinishActivity6onpage8.