八年级英语外研版下Module6教案.doc

Module 6 Hobbies教案
一、 题材内容
本模块以爱好为话题，层层展开，内容主要谈论个人兴趣和爱好及其原因，表达喜欢和不喜欢，对各类爱好的归类选择和简单评价。所选用的对话和短文都是学生的爱好，贴近学生的生活实际，易于激发学生的兴趣，拓展视野。我们教师可以根据学生的不同爱好， 组织开展各种活动，也可以组织学生开展有关爱好的问卷调查，引导学生理性认识所见各种爱好并做必要的取舍，开展活动性学习，自主性学习，反思性学习。帮助学生了解国家间的差异，学会尊重他人并友好相处，培养跨文化交际意识。
教学目标
1） 语言知识：
语音
能够正确使用语调，正确朗读一般疑问句和特殊疑问句。
词汇
collect, collection, tidy, , doll, fan, stamp, untidy, least, interview, as, volleyball, sailing, creative, lazy, useful, develop, skill, camp, activity, workshop, professional, imagine, senior, teenage, teenager, result, enjoyment, success, should
词组
tidy up, take up, all the time, be interested in, mountain biking, as well as, such as, come out, as a result
语法
能正确感知句子的基本成份；掌握简单句的五种基本句型和There be 句型。
功能
能够以各类兴趣爱好作合理的归类和选择，培养健康的兴趣及爱好。
话题
以“兴趣与爱好”为话题。
2） 语言技能：
听
能听懂有关表达个人兴趣爱好的话语，分辩和抓住话语中的细节信息。
说
能够询问并表达个人的兴趣爱好。
读
能够读懂有关个人兴趣爱好的描述，开展阅读技能训练。
写
能够编写有关个人兴趣爱好的调查表或倡议书。能正确使用简单句的基本句型来表达个人兴趣爱好。
演示与表达
能正确使用简单句的基本句型来表达个人兴趣爱好。
(3) 学习策略目标
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。
认知
联系，归纳，推测等技能。阅读报纸,提高自学能力。
调控
从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际
学习运用恰当词语表达兴趣与爱好。
资源
通过网络报刊等其他资源获取更多简单英语的兴趣与爱好的信息。
自学策略
能够根据自己的情况预习教材并进行拓展。
合作学习策略
注意他人在表达兴趣时的表情及语言。注意学习策略共享。
(4)文化意识
了解不同国家人群不同的兴趣爱好，尊重对方的兴趣爱好，接纳对方的各种兴趣爱好并更好的理解他人。
(5)情感态度:
通过对他人兴趣爱好的了解，学会尊重他人的兴趣爱好，培养学生养成健康的兴趣爱好。通过各种不同的活动和任务的完成，进一步激发和巩固学生英语学习兴趣，维持较强的英语学习动机。
二、 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。
三、教材处理
1、任务
核心任务：能够运用所学句型结构向不同的朋友介绍自己兴趣与爱好并对不同的兴趣爱好有积极的态度。三个环节如下：
pre-task：学生联系生活实际，激活背景知识。
Task-cycle：通过整个模块的听说读写的训练，强化“介绍自己的兴趣与爱好”的表达能力，为完成核心任务做好铺垫。
post-task：达成任务，展示成果，自我评价，反馈学习情况。
2、课时安排:第一课时：The new words and Listening and Vocabulary
第二课时: Dictation,Pronunciation and Speaking and do some exercises if possible.
第三课时：Vocabulary and reading
第四课时：Dictation and Writing
第五课时：Language in use
第六课时：The exercise lesson.
注：教学时还需根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
第一课时：(Unit 1-1)
Lesson Type：Listening and speaking
Methods:PWP approach (pre-listeningwhile-listening,post-listening)
Learning task: (1)The students can read the new words in Unit 1.
(2)Do some listening and finish Activity 1.
(3)Go get some information from Activity 3 and finish Activities 4 .
Teaching Aids:Tape recorder and Muti-medium.
Teaching Procedures ：
Teaching Aims and Demands:
1. Language knowledge:
Key vocabulary: collect, collection, tidy, tidy up, doll, fan, stamp, untidy, least, take up, all the time, be interested in, interview
2. Listening skill: To understand conversations involving talking about one’s hobbies. Improve the students’ listening ability.
Teaching Aids: Multi-Media (or Tape recorder, OHP)

Teaching Procedures:
Step 1 Warming up and lead in
1. Greeting. Talk about the summer vacation.
How was your summer vacations?
What did you do during the vacation?
Are you interested in …?
What did your father/ mother often do ?
Did he / she do it all the time?
So his / her hobby is to ….(collect stamps)
Then show the new words in Unit 1 and read and learn them.

Step 2 Lisenting
1. List the hobbies of the family members’.
2. Guess what hobbies the teachers have. In this way show the new words “stamp, doll, fan
For example:Collecting fans, collecting (bus,train)tickets, collecting dolls,…
3. Talk about the hobbies:
Which hobby is expensive?
Which hobby takes up the least space?
Which hobby is good for us students?
Which hobby do you like best?
Step 3 Listening
1. Read the chart and predict Tony’s hobbies.
2. Listen and complete the chart.
3. Listen to the tape again and answer the questions about the tape.
Why does Tony’s mum want him to tidy up his room?
Whose hobby is expressive?
Which hobby do you think takes up the least space?
4. Call back the answers from the whole class.

Step 4 Listen and read
1. Let the students read Activity 3 and finish Activity 4.
Show the following.
Lingling’s hobby music
Daming’s hobby fans
Sally’s hobby going to Radio Beijing
Sally’s plan. tickets
2. Listen to the tape of the conversation and match. (Activity 4) .Get to write down the answers in Activity 4.
3. Listen and repeat the conversation.At the same time we’ll learn the teaching points. For example:
(1)a bit untidy tidy up
(2)all the time….
….
4. Read the conversation together loudly Read in a group of 3.

Step 5 Homework(1)Read and recite Activity 3 for 15 minutes.
(2)Finish some exercises.

第二课时：(Unit 1-2)
Lesson Type：Speaking
Methods:PWP approach
Learning task: (1)The students can revise the things in last lesson.
(2)Revise and finish Activitity 5 .
(3)Pronunciation and speaking.
(4)Talk about their hobbies in English.
Teaching Aids:Tape recorder.
Teaching Procedures ：

Step 1 Revision. The students will read Activity 3 together ,then have a dictation about the sentences in last lesson.
(1)Why does Tony’s mum want him to tidy up his room?
(2)Which hobby do you think takes up the least space?
(3)You’ve got a wonderful collection.
(4)I have a collection of dolls.
……
We’ll have a dictation about 10 important sentences.
Step 2 Compete the sentence in Activity 5.
Work in pairs.Act it out and let the students finish Activity 5.Ask the students to do this individually,then check with a partner.Call back the answer as complete sentences.Ask someone to write down the answers on the blackboard.

Step 3 Pronunciation and speaking
*Activity 6:Ask the students to read through the sentences to themselves.
*Play the recording and ask the students to listen and follow.
*Play it again,pausing after each sentence and have the students reapeat it chorally and individually.
*Ask the students to get into pairs to practise sayng the sentences and monitoring each other’s production.
Step 4 Making a conversation.
Who’s who?
1. Ask the Ss to choose a character from the conversation.
2. Work in pairs, get each of them to find out which character his / her partner selects.
A: What is your hobby?
B: My hobby always takes up a large space.
A: You must be Sally.
A: What is your hobby?
C: …
Who is my good friend in the group?
1. Divide the classroom into 3 or 4 groups. Ask the Ss in each group to make conversations one by one to find out who is a good friend of his/ hers.
2. Make conversations to find out who has the most hobbies or has the same opinions about hobbies.
3. Make conversations with the ones in the group like following:
A: Do you have a hobby?
B: Yes, I do.
A: What’s your hobby?
B: My hobby is to read books.
A: When did you start doing it?
B: I started doing it when I was seven years old.
A: How often do you read books?
B: I read books every day when I am free.
A: Where do you read books?
B: I read books everywhere, in the classroom, bedroom, library and park and so on.
A: Why do you enjoy your hobby?
B: I think reading can make me happy and know a lot about the world.
A: Do you want to change your hobby when you grow up?
B: I don’t think so. Reading is important and relaxing.
4. Make sure the one who has the same opinion about hobbies or who has the most hobbies as you is your good friend.
5. A report about your good friend like the example given. (The Ss may substitute the underlined parts with their own needs)
I have a close friend in my group. He is Eric. We have the same hobby --Reading. Eric stated reading when he was seven years old and now he reads books every day when he is free. He often reads in the classroom, in his bedroom, in the library or even in the park. He thinks reading can make him happy and know a lot about the world. He also thinks reading is very important and relaxing. So he will continue reading in the future.
Talk aobut their hobbies.Work in pairs.Ask and answer about their hobbies.
The students can choose one topic to talk about.Then ask a few pairs to show their dialogues in class.
Step 5 Homework
1. Write a composition about their good friends’ hobbies.
2. Finish some exercises.

第三课时：Vocabulary and reading (Unit 2-1)
Lesson Type：Reading.
Methods:PWP model
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 skills:
(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 (Avtivities 1 and 2)
1. Show part of many pictures of different kind of hobbies and ask the Ss to guess what hobby it is. Then read the words in Activity 1.
2. While guessing, make simple comment on each hobby, like:
I like mountain biking because it is exciting.
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.

Step 2 Talk abut the hobbies
1. Work in pairs, talk about the pictures.
A: What hobbies can you see in the 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.

Step 3 Scanning and skimming
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.

Step 4 Reading for specific information
1. Present some true or false questions about detailed information from the passage.
David Smith likes writing. (T)
He learned writing during a summer camp of 2000. (T)
There was a professional writer on the camp. (T)
David wrote a story about his life in senior high school. (F)
David’s first book came out in 2003. (T)
His book was very popular. (T)
Writing was his only hobby in his free time. (F)
David decided to write more books in the future. (F)
2. Read the passage by themselves. And ask to finish the true or false exercises.
3. Check the answers with the whole class.

Step5 Reading for comprehension
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…
…, 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

Step6 Reading for further comprehension
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.

Step 7 Homework(1)Read Activity 3 for 15 minutes.
(2)Finish some exercises.

第四课时：Writing and Some activities in Unit 3(Unit 2-2)
Lesson Type：Writing and revision.
Methods:PWP model
Teaching Aims and Demands:
1. Writing skill: Write about one’s hobby. Improve the students’ writing ability.
2. To learn about the changing of hobbies in different time.
3. Attitudes: Saying goodbye to the bad or unhealthy hobbies.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:

Step 1 Revision
1. Brain storming. Present the questions one after another.
What do you like to do in your free time?
How do you think of your hobby?
What kills have you learnt from your hobby?
Has your hobby often brought you success?
What other things do you like to do?

Step 2 Writing sentences
1. Look at the sentences of Activity 6
2. Rewrite the sentences using “as well as, such as, or as a result”.
3. Write new sentences according to the examples individually.
4. Share the sentences in pairs.

Step 3 My classmate’s hobbies
1. Choose a partner from a different group.
2. Make a survey. Ask and list as many hobbies he or she has as possible. Using the following conversation as an example.( Substitute the underlined parts as they wish)
A: What hobbies do you have?
B: My hobbies are playing football, listening to music, watching movies, reading, playing chess ,playing computer games and traveling.
A: Which one do you like best?
B: Of all these things, I like playing football best.
A: Why do you like it best?
B: Because I stay at school all the time. And I can often play football in my free time.
A: Who is the best football player you admire?
B: Beckham.
A: Which team do you like best?
B: Italy, of course. But I also like Brazil and Germany. They are all good teams.
A: Which hobby do you think can bring you success?
B: Reading. By reading, I can get more knowledge and I can do better in my study.
3. Write a short passage called “My classmate’s hobby”. Use “as well as, such as or as a result”.

Step 4 Hobbies Recognition
1. List the hobbies the Ss mentioned in their compositions or that they often see on the board.
2. Pair work:
Which are the most creative?
Which of them do you think you have the skill for?
Which is the most useful skill to learn?
Which do you think would be most interesting for teenagers to do?
3. Classify the hobbies individually.
For adults

For teenagers

Creative

Skillful

Good for study

Bad for study

Good for health

Bad for health

Step 5 Module task—Saying goodbye to bad hobbies
1. A letter of sponsorship---Saying goo