仁愛(ài)版精品英語(yǔ)資料（精校版）八年級(jí)上冊(cè)教案設(shè)計(jì)Unit 3 Our HobbiesTopic 1 Whats your hobby?Section B. Material analysisSection B的主要教學(xué)活動(dòng)為1a和3。本節(jié)課主要通過(guò)Michael, Maria和Kangkang之間的對(duì)話，繼續(xù)學(xué)習(xí)表示興趣愛(ài)好的話題。Section B是對(duì)Section A的延伸，談?wù)摰膬?nèi)容也從談?wù)摤F(xiàn)在的興趣愛(ài)好擴(kuò)展到了對(duì)過(guò)去興趣愛(ài)好的談?wù)?，即used to do sth 和它的否定形式used not to do sth/didnt use to do sth。本小節(jié)第3部分主要談?wù)撨^(guò)去和現(xiàn)在愛(ài)好的對(duì)比。學(xué)生們對(duì)興趣愛(ài)好的話題很感興趣。但是要正確使用used to do sth表達(dá)過(guò)去的興趣愛(ài)好，也是有困難的，所以在設(shè)計(jì)這堂課的時(shí)候，老師應(yīng)該將語(yǔ)言知識(shí)、語(yǔ)言點(diǎn)融入實(shí)際生活當(dāng)中，讓學(xué)生感受到本話題的實(shí)用價(jià)值。能夠在生活中自由談?wù)摤F(xiàn)在和過(guò)去的興趣愛(ài)好并能夠進(jìn)行書(shū)面表達(dá)。. Teaching aimsKnowledge aims：1. 能根據(jù)音標(biāo)，正確朗讀出下列單詞及簡(jiǎn)單短語(yǔ): collection, doll, coin, pop, used to do sth。2. 能在老師的引導(dǎo)下，判斷出S在清輔音、元音、濁輔音和ts/ds中的不同發(fā)音。 3. 能正確拼讀并運(yùn)用單詞表中的單詞,如: coin, hate, pop等。4. 能用used to do sth/used not to do sth/didnt use to do sth表示過(guò)去的興趣愛(ài)好。5. 能運(yùn)用本課所學(xué)語(yǔ)言，對(duì)過(guò)去和現(xiàn)在的興趣愛(ài)好進(jìn)行對(duì)比。Skill aims：1. 能聽(tīng)懂有關(guān)過(guò)去的興趣愛(ài)好和現(xiàn)在的興趣愛(ài)好進(jìn)行對(duì)比的簡(jiǎn)單對(duì)話和陳述。2. 能正確地口頭表達(dá)有關(guān)喜歡和不喜歡及它們的過(guò)去式的話題。3. 能正確朗讀課本的文本材料，準(zhǔn)確把握語(yǔ)音、語(yǔ)調(diào)及連讀。4. 能正確地運(yùn)用書(shū)面表達(dá)寫(xiě)出自己和他人現(xiàn)在及過(guò)去的興趣愛(ài)好。Emotional aims：通過(guò)對(duì)Section B的學(xué)習(xí)，要求學(xué)生明白在不同的興趣愛(ài)好中，可以增加不同領(lǐng)域的知識(shí)。培養(yǎng)廣泛的興趣愛(ài)好可以幫助我們更快成長(zhǎng)。. The key points and difficult points Key points： 1. used to do sth /used not to do sth/ didnt use to do sth句型的運(yùn)用。 2. “s”在清輔音和濁輔音里發(fā)音的不同以及/s/和/t/, /d/在一起時(shí)的發(fā)音。 Difficult points：1. used to肯定和否定形式的運(yùn)用及轉(zhuǎn)換。didnt use to do sth容易寫(xiě)成didnt used to do sth。. Learning strategies: 1. 能夠做到課前預(yù)習(xí)生詞和采訪同學(xué)們的愛(ài)好可以幫助我們更好地學(xué)習(xí)。 2. 養(yǎng)成主動(dòng)地與他人積極交流的習(xí)慣，以加深和他人的友誼。 . Teaching aids Computer multimedia projector, cards, coins, stamp collection. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(5 minuets)1. The whole class work2. The whole class work andindividual work3. The whole class work4. The whole class work1. 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 “Whats your/your mothers /fathers 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 teachers 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 work2. Individual work3. The whole class work4. Individual work5. Group work6. The whole class work1. 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 cant listen to every word clearly. But dont 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 work2. Individual work3. The whole class work4. Pair work5. Group work and individual work6. Group work and individual work7. Group work1. 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. Whats Marias 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 work2. Group work and individual work3. Individual work4. Group work and individual work5. Group work and individual work1. 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 cant 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 work2. The whole class work andgroup work3. Individualwork1. Survey their classmates quickly using “Whats 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 ReflectionStudents are very interested in talking about their hobbies now and in the past, but its 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. Blackboard design Unit 3 Our HobbiesTopic 1 Whats your hobby?Section B Whats your hobby? G1 G2 G3 G4I like/prefer/be fond of+doingWhat hobbies did you use to have?I used to.I didnt used to.but now I like.