初中英语仁爱科普版八年级上册Unit 3 Our HobbiesTopic 1 What's your hobby?教学设计

这是一份初中英语仁爱科普版八年级上册Unit 3 Our HobbiesTopic 1 What's your hobby?教学设计，共7页。

Tpic 1 What’s yur hbby?
Sectin D
Ⅰ. Material analysis
该部分是本话题的最后一课时。主要活动为Grammar、Functins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 t d sth和表示兴趣爱好的功能句I enjy/like/prefer/be fnd f /be interested in+ding。通过学生互动操练，复习并巩固Sectins A-C所学的知识，并能将所学运用到实际生活当中。
Ⅱ. Teaching aims
Knwledge aims：
1. 能根据音标正确拼读如下词汇: everyday, snake, wner, cmfrt, pig, bath等。
2. 复习总结本话题的单词和短语如: hbby, pem, cin, lazy, ugly, used t d sth，
enjy/like/prefer/be fnd f /be interested in+ding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。
Emtinal 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 pints and difficult pints
Key pints：
1. 强化used t d 的用法，要求每个学生都能简单应用used t d sth。
2. 巩固enjy/like/prefer/be fnd f /be interested in+ding的应用。
Difficult pints：
used t d各种形式的正确应用。
Ⅳ. Learning strategies
1. 通过对Sectins 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 t d 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
Cmputer multimedia prjectr
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(8 minutes)
1. The whle
class wrk
2. Grup wrk
and individual wrk
3. Grup wrk
4. Grup wrk
5. The whle
class wrk
1. Fcus their attentin
n the teacher.
2. Read thrugh Sectins
A-C. Write dwn
sme wrds, phrases
and sentences n the
paper.
Put the six ntebks
tgether, and number
all the wrds, phrases
r sme sentences.
4. Each grup chses
ne student t write
them n the blackbard.
5. Lk at the blackbard
and erase the same part.
1. Get students ready fr
learning.
2. Prvide students 3 minutes
t read thrugh Sectins
A-C. Ask them t underline
r write dwn the key
pints they think.
3. Ask students t share the
ntes in grups. Number these wrds, phrases and sentences. If all the six
members write dwn
“used t d sth”, then
number this phrase 1. If 5 members write dwn the wrds, students number it 2.
4. Ask them t write the
mst imprtant five
wrds, three phrases and
three sentences n the
blackbard.
5. Of curse, many wrds
and phrases are the same, because smetimes they have the same ideas. If there are 8 “used t d sth” n the blackbard. Keep ne, erase thers.
Presentatin
(12 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. Grup wrk
4. Grup wrk
5. Individual
wrk and
grup wrk
6. Grup wrk
1. Read alud. Try t
remember them.
2. Read the key pints:
used t d sth;
enjy/like/prefer/be fnd f/be interested in+ding
3. Prepare their dialgue.
Write and practice it.
Perfrm it n the platfrm,
paying attentin t the gestures and facial lk.
5. Fill in the blanks. Pay attentin t the frms.
6. Read them tgether.
1. Ask students t lk at
the blackbard and read
these key pints that they
find tgether.
2. Teacher sums up the key
pints. (Usually the key
pints were n the
blackbard already.)
3. Ask each grup t make
a dialgue using the key pints n the blackbard. Walk arund the classrm, helping them if it is
necessary.
4. Ask students t cme t
the platfrm t perfrm it. Encurage them nt t be afraid f making mistakes.
5. Give students smiling
faces accrding t their
expressins. Then ask
students t finish Grammar
and Functins.
6. Ask them t read tgether.

Cnslidatin
(8 minutes)
1. Grup wrk
2. Grup wrk
and individual
wrk
3. Grup wrk
and the whle class wrk
4. Individual
wrk
5. Grup wrk
and individual wrk
1. Predict. They may
give these answers
“hbby, dgs, pet...”
2. Read Part 1. They can
find there are several new wrds. Try t guess the meanings in the passage.
3. Students guess the
meanings accrding t descriptin, gestures
and the sentences n Page 61.
4. Read this passage in
detail and fill in the blanks.
5. Retell the passage in
grups and then hand
up.
1. Finish Part 1. Shw the picture
n Page 61. Ask students t predict what the passage may talk abut.
2. Ask students t read 1 and
check the answer. (Guide
students t get the main idea accrding t the pictures and tpic sentences.)
3. Teach the wrds in the
passage. It can prvide
students with the real
situatins. Dgs and cats are everyday pets, because many peple chse them as their pets. There is anther kind f pets. It is nt very ppular. It may bring us danger like snakes.
4. Ask students t read Part 1
carefully. Fill in the blanks. Remind students t lk at the table carefully. We can find sme infrmatin frm the table.
5. Check the answers and ask
students t retell the passage accrding t the table.
Practice
(6 minutes)
1. The whle
class wrk and
pair wrk
2. The whle
class wrk and grup wrk
3. Individual wrk
4. Grup wrk
and individual
wrk
5. Grup wrk
and individual
wrk
6. The whle
class wrk and
grup wrk
1. Discuss what pet they
like.
2. Answer this questin
with thse wrds they studied.
3. Study these wrds,
trying t remember
their spellings.
4. Describe their favrite
pets. If they dn’t have ne, they can imagine ne.
5. Write dwn their essays.
Share in grups, study frm each ther, and
crrect each ther’s
mistakes.
6. One student reprts
his/her essay while
thers listen t the
reprter carefully. Find
ut ther’s mistakes
and help t crrect.
1. Finish 2. Shw sme
pictures n the screen. There
are cute animals and
dangerus animals. Let
students discuss what pet they like.
2. Shw a questin “Why d
yu like it?”
3. Teach “dirty” and “unfriendly”. (1) Teacher can teach these
wrds by shwing pictures.
(2) When students are
discussing, they may
find they can’t express
“dirty” r sme ther
wrds t describe an
animal. Teacher can
teach them when they
need.
(3) Teacher als can teach
these wrds by
cmparing them like the table in Part 2.
4. Ask students t describe
their favrite pets.
5. Ask students t write dwn
essays abut their pets.
6. Evaluate their behavirs. And
ask students t reprt their
ideas t the whle class.
Prductin
(10 minutes)
1. Grup wrk
2. The whle
class wrk
and individual
wrk
3. The whle
class wrk
4. Individual
wrk and
grup wrk
5. Individual wrk
1. Fill in the blanks. Let
the name alne.
2. Put grup members’
cards tgether.
3. Chse a card and
judge “Whse frm is this?” accrding t
their memries.
4. Ask a student “What did yu use t d?”
“What’s yur hbby
nw? And why?” If all
the answers are n the
table, write dwn his
and yur wn name
and give this card back
t the student. It shws
that frm nw n we are
friends, because I care
abut yu. Remember
yur hbbies.
5. Write a shrt passage
and preview Sectin A.
1. Finish Prject. Play a
game. In the last class,
students surveyed their
grup members’ hbbies.
Give each student a table
like this:
name
In the past
nw
reasn
Each student must fill in the blanks except the name.
2. Give students right
instructins.
3. Ask each student t
chse ne card withut
lking. And think
“Whse frm is this?”
4. Ask students t ask and answer, then write dwn the names.
5. Hmewrk
(1) Assign the students t
write a passage abut their grup members’ hbbies.
(2) Assign the students t
review Sectin A f next
tpic t prepare fr the
next class.
Teaching Reflectin
Accrding t the reviewing, students can master the grammar and functins very systematically. Teachers shuld design mre interesting exercises. Games, cmpetitin, debate r sme ther things can be included.
Unit 3 Our Hbbies
Tpic 1 What’s yur hbby?
Sectin D
G1 G2 G3 G4

used t d sth
hbby, pem, maybe, pet
cllect, plant, cin, hate,
friendship, funny, stupid, ugly,
backgrund, paper, scissrs,
glue, cut, stick, lazy, snake,
prvide
I used t enjy pp music, but nw I dn’t like it.
lve/prefer/like/be fnd f/be interested in+ding