八年级英语上册 Unit 3 Our Hobbies Topic 1 What’s your hobby Section B教案 （新版）仁爱版.doc

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 work
2. The whole
class work and
individual work

3. The whole
class work

4. 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 work

2. Individual work

3. The whole
class work

4. Individual
work

5. Group work

6. 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 work

2. Individual
work

3. The whole
class work

4. Pair work

5. Group work
and individual
work

6. Group work
and individual work

7. 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
work

2. Group work
and individual
work

3. Individual work

4. Group work
and individual work

5. 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 work

2. The whole
class work and
group work

3. Individual
work

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 Hobbies
Topic 1 What’s your hobby?
Section B
What’s your hobby? G1 G2 G3 G4
I like/prefer/be fond of+doing
What hobbies did you use to have?
I used to...
I didn’t used to...but now I like...