仁愛版精品英語資料（精校版）八年級上冊教案設(shè)計Unit 3 Our HobbiesTopic 1 Whats your hobby?Section D. Material analysis 該部分是本話題的最后一課時。主要活動為Grammar、Functions的小結(jié)和1。要求教師通過設(shè)計不同形式的活動來引導學生自己總結(jié)整個話題的語法used to do sth和表示興趣愛好的功能句I enjoy/like/prefer/be fond of /be interested in+doing。通過學生互動操練，復習并鞏固Sections A-C所學的知識，并能將所學運用到實際生活當中。. Teaching aimsKnowledge aims：1. 能根據(jù)音標正確拼讀如下詞匯: everyday, snake, owner, comfort, pig, bath等。2. 復習總結(jié)本話題的單詞和短語如: hobby, poem, coin, lazy, ugly, used to do sth， enjoy/like/prefer/be fond of /be interested in+doing等。3. 能熟練談?wù)摫硎九d趣愛好的話題。Skill aims：1. 能聽懂表示興趣愛好及水平相當?shù)脑掝}。2. 能夠?qū)⒈驹掝}所學內(nèi)容和以前所學知識相結(jié)合，在日常生活中談?wù)撚嘘P(guān)興趣愛好的 話題。3. 能夠讀懂生詞含量不超過5%的有關(guān)興趣愛好的文章，并能夠有自己的觀點及看法。4. 能根據(jù)所學內(nèi)容寫出自己及朋友的興趣愛好。Emotional aims：1. 初步感受、協(xié)調(diào)在和小組合作的時候的獨立性和集體主義。2. 在采訪朋友愛好的時候?qū)W會理解和尊重跟自己不一樣的愛好，并學會選擇有益于身心發(fā)展的興趣愛好。. The key points and difficult points Key points： 1. 強化used to do 的用法，要求每個學生都能簡單應(yīng)用used to do sth。2. 鞏固enjoy/like/prefer/be fond of /be interested in+doing的應(yīng)用。 Difficult points：used to do各種形式的正確應(yīng)用。 . Learning strategies1. 通過對Sections A-C的復習自己總結(jié)出重點語法和功能用語, 通過自己動手參與過的事情印象更加深刻。2. 在課堂上也可以用used to do sth 來總結(jié)和反思自己過去的不足，這樣可以幫助你改掉壞毛病，更快進步。3. 將同學們的愛好和自己的愛好相比較，通過比較揚長避短。 . Teaching aids Computer multimedia projector . Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(8 minutes)1. The whole class work2. Group work and individual work3. Group work4. Group work5. The whole class work1. Focus their attention on the teacher.2. Read through Sections A-C. Write down some words, phrases and sentences on the paper. 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. Presentation(12 minutes)1. The whole class work2. The whole class work3. Group work4. Group work5. Individual work and group work6. Group work1. Read aloud. Try to remember them.2. Read the key points:used to do sth; enjoy/like/prefer/be fond of/be interested in+doing3. 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. Consolidation(8 minutes)1. Group work2. Group work and individual work3. Group work and the whole class work4. Individual work5. Group work and individual work1. 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 check the answer. (Guide 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.Practice(6 minutes)1. The whole class work andpair work2. The whole class work and group work3. Individual work4. Group workand individualwork5. Group workand individualwork6. The whole class work and group work1. 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 dont have one, they can imagine one.5. Write down their essays. Share in groups, study from each other, and correct each others mistakes.6. One student reports his/her essay while others listen to the reporter carefully. Find out others 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 cant 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.Production(10 minutes)1. Group work2. The whole class work and individualwork3. The whole class work4. Individualwork and group work5. Individual work1. 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?” “Whats 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:nameIn the pastnowreasonEach 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.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. Blackboard designUnit 3 Our HobbiesTopic 1 Whats your hobby?Section D G1 G2 G3 G4 used to do sth hobby, poem, maybe, pet collect, plant, coin, hate, friendship, funny, stupid, ugly, background, paper, scissors, glue, cut, stick, lazy, snake, provideI used to enjoy pop music, but now I dont like it.love/prefer/like/be fond of/be interested in+doing