英语：Module 1《Hobbies》教案（1） （外研版八年级 下）
一、 重点难点 1、 重点： (1)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱 好以及对兴趣爱好的简单评析。 (2)、了解句子基本成份(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)。 2、难点： (1)、句子成份的辨析(主语，谓语，直接宾语与间接宾语，宾
语补足语，表语，状语) (2)、英语简单句的五种基本句型和 There be 句型。
Module 1 Hobbies Period 2: Vocabulary and reading Teaching Content: Vocabulary and reading Teaching Aims and Demands: 1. Language knowledge: New words: as, mountain, volleyball, sailing, creative, lazy, useful, develop, skill, camp, as well as, activity, such as, workshop, professional, imagine, senior, teenage, teenager, come out, result, as a result, enjoyment, success, should 2. Reading skill: (1). Get information about one’s hobbies in reading. (2). Improve the students’ reading ability to understand the passage. 3. Attitudes: We should establish good hobbies. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout) Teaching Procedures: Step 1 Guessing Game (6’) 1. Show part of many pictures of different kind of hobbies and ask the Ss to guess what hobby it is. 2. While guessing, make simple comment on each hobby, like: I like mountain biking because it is exciting.
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I like painting because it is creative. You can draw everything you imagine in your mind I like growing flowers and vegetables because it can bring me enjoyment and success. I love singing very much, as a result, I know many professional singers such as Liu Huan, Michael Jackson. Many teenagers like reading. Because they think it is useful and relaxing. Many people like playing volleyball because they think this activity can develop their skills I don’t like sailing because I am not a good swimmer and I don’t have good swimming skills. 设计意图：利用学生所喜爱的猜测游戏，将学生导入篇章学习，激发学生对篇章的喜爱，同 时对不同的兴趣爱好作简单评述，将生词教学放入适当语境之中，训练学生对生词的猜测技 能，也为后续的篇章教学扫除词汇障碍。 Step 2 Talk abut the hobbies (2’) 1. Work in pairs, talk about the pictures. A: What hobbies can you see in picture …? B: I can see … A: How do you think of the hobbies? B: I think … is creative/ relaxing/ useful… A: Is it a usual activity in the school? B: Yes, it is also a usual activity on a summer camp. 设计意图：通过半控制性的两人小组活动，进一步让学生操练对不同的兴趣爱好的评价，同 时对生词时行必要的巩固。 Step 3 Scanning and skimming (2’) 1. Get the Ss to read the passage as quickly as possible. 2. Find out: Whose is the special hobby? What is the special hobby? 3. Call back the answers from the whole class. 设计意图：通过 top-down 式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过 程中掌握浏览、跳读等阅读技巧。 Step 4 Reading for specific information ( 5’) 1. Present some true or false questions about detailed information from the passage.
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David Smith likes writing. He learned writing during a summer camp of 2000. There was a professional writer on the camp. David wrote a story about his life in senior high school. David’s first book came out in 2003. His book was very popular. Writing was his only hobby in his free time. David decided to write more books in the future.
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2. Read the passage by themselves. And ask to finish the true or false exercises. 3. Check the answers with the whole class. 设计意图：第二次阅读篇章，旨在使学生掌握篇章是的细节信息，并通过正误判断题来检查 学生对篇章的初步理解程度。 Step5 Reading for comprehension (15’) 1. Get the Ss to listen and repeat the passage simultaneously. 2. Present the following questions: How many hobbies does David have? Which is he interested in most? When did David become a successful writer? Why has David been very lucky? What is David’s plan about his main hobby? Have any of your hobbies brought your great success? What skills have you learnt through your hobbies? 3. Get the students to discuss the questions in pairs. 4. Call back the answers from the whole class. 5. Language points in the passage. Many students have hobbies such as … Hobbies can make you grow as a person, develop your interests and help you learn new … As well as the usual activities, … She asked us to imagine that we were in a story. David wrote a story about teenage life, and it came out…
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…, and as a result, David has … I spend some of my free time playing volleyball… Maybe I’ll write more books in the future, but I’m not sure 设计意图：听录音，意在防止和纠正学生在朗读过程中的语音错误。第三次读篇章，意在对 篇章加深理解。 Step 6 Reading for further comprehension (5’) 1. Get the Ss to read the passage together loudly. 2. Discuss the following questions in groups. What should we learn from David’s attitude towards his hobby? Why do people usually have hobbies? 3. Share the ideas. 设计意图：第四次大声齐读，加强对语言的暴露。同时通过四次不同形式的阅读，帮助学生 深层次的理解篇章的主旨，并结合自身，进行拓展。 Step 7 Debate (5’) 1. Divide the Ss into two groups. 2. Debate: Do you think David should write more books in the future? Group A For the opinion Group B Against the opinion 设计意图：最后就 David 是否应继续他的写作作为辩论材料，让学生抒发对此类现象的不同 感想，也可以此联系到“韩寒”现象所引起的盲从，引导学生理性地对待个人的兴趣爱好。 Homework 1. Write a short passage. Introduce your own hobby and what it has brought to your life. 2. Complete Activity 3 on page 7. 3. Oral work: Read the passage.
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