发布者：唐春林 发布时间：2017-12-09 浏览数( 0) 【举报】
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 |
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Introduction (8 minutes) |
1. The whole class work 2. Group work and individual work
3. Group work
4. Group work
5. 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
3. 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. Get 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. |
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Presentation (12 minutes) |
1. The whole class work
2. The whole class work
3. Group work
4. Group work
5. Individual work and group work
6. Group work
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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+doing
3. Prepare their dialogue. Write and practice it.
4. 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. |
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Consolidation (8 minutes) |
1. Group work
2. Group work and individual work
3. Group work and the whole class work
4. Individual work
5. 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 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. |
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Practice (6 minutes) |
1. The whole class work and pair work
2. The whole class work and group work 3. Individual work
4. Group work and individual work
5. Group work and individual work
6. The whole class work and group work
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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. |
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Production (10 minutes) |
1. Group work
2. The whole class work and individual work 3. The whole class work
4. Individual work and group work
5. 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:
Each 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.
5. 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. |
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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.
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Ⅶ. Blackboard design
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Unit 3 Our Hobbies Topic 1 What’s your hobby? Section D 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
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