上外附屬浙江宏達學校 林 強

Content: Module 1 Hobbies

一、 題材內(nèi)容

本模塊以愛好為話題，層層展開，內(nèi)容主要談論個人興趣和愛好及其原因，表達喜歡和不喜歡，對各類愛好的歸類選擇和簡單評價。所選用的對話和短文都是學生的愛好，貼近學生的生活實際，易于激發(fā)學生的興趣，拓展視野。教師可以根據(jù)學生的不同愛好， 組織開展各種活動，也可以組織學生開展有關愛好的問卷調(diào)查，引導學生理性認識所見各種愛好并做必要的取舍，開展活動性學習，自主性學習，反思性學習。幫助學生了解國家間的差異，學會尊重他人并友好相處，培養(yǎng)跨文化交際意識。

教學目標

1） 語言知識：

語音 能夠正確使用語調(diào)，正確朗讀一般疑問句和特殊疑問句。

詞匯 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

詞組 tidy up, take up, all the time, be interested in, mountain biking, as well as, such as, come out, as a result

語法 能正確感知句子的基本成份；掌握簡單句的五種基本句型和There be 句型。

功能 能夠以各類興趣愛好作合理的歸類和選擇，培養(yǎng)健康的興趣及愛好。

話題 以“興趣與愛好”為話題。

2） 語言技能：

聽 能聽懂有關表達個人興趣愛好的話語，分辯和抓住話語中的細節(jié)信息。

說 能夠詢問并表達個人的興趣愛好。

讀 能夠讀懂有關個人興趣愛好的描述，開展閱讀技能訓練。

寫 能夠編寫有關個人興趣愛好的調(diào)查表或倡議書。能正確使用簡單句的基本句型來表達個人興趣愛好。

演示與表達 能正確使用簡單句的基本句型來表達個人興趣愛好。

(3) 學習策略目標

學習一定程度形成自主學習，有效交際、信息處理、英語思維能力。

認知 聯(lián)系，歸納，推測等技能。閱讀報紙,提高自學能力。

調(diào)控 從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改

交際 學習運用恰當詞語表達興趣與愛好。

資源 通過網(wǎng)絡報刊等其他資源獲取更多簡單英語的興趣與愛好的信息。

自學策略 能夠根據(jù)自己的情況預習教材并進行拓展。

合作學習策略 注意他人在表達興趣時的表情及語言。注意學習策略共享。

(4)文化意識

了解不同國家人群不同的興趣愛好，尊重對方的興趣愛好，接納對方的各種興趣愛好并更好的理解他人。

(5)情感態(tài)度:

通過對他人興趣愛好的了解，學會尊重他人的興趣愛好，培養(yǎng)學生養(yǎng)成健康的興趣愛好。通過各種不同的活動和任務的完成，進一步激發(fā)和鞏固學生英語學習興趣，維持較強的英語學習動機。

二、 重點難點

1、 重點：

(1)、通過談論興趣與愛好訓練學生的聽、說、讀、寫能力，掌握使用簡單句表達興趣愛好以及對興趣愛好的簡單評析。

(2)、了解句子基本成份(主語，謂語，直接賓語與間接賓語，賓語補足語，表語，狀語)。

2、難點：

(1)、句子成份的辨析(主語，謂語，直接賓語與間接賓語，賓語補足語，表語，狀語)

(2)、英語簡單句的五種基本句型和There be句型。

三、教材處理

1、任務

核心任務：能夠運用所學句型結(jié)構(gòu)向不同的朋友介紹自己興趣與愛好并對不同的興趣愛好有積極的態(tài)度。三個環(huán)節(jié)如下：

pre-task：學生聯(lián)系生活實際，激活背景知識。

Task-cycle：通過整個模塊的聽說讀寫的訓練，強化“介紹自己的興趣與愛好”的表達能力，為完成核心任務做好鋪墊。

post-task：達成任務，展示成果，自我評價，反饋學習情況。

2、課時安排

第一課時：Listening and Vocabulary &Pronunciation and Speaking

第二課時：Vocabulary and reading

第三課時：Writing, Around the world &Module Task

第四課時：Language in use

注：教學時還需根據(jù)學生的學習水平、生活實際水平、接受程度及課堂出現(xiàn)的臨時狀況進行運用、調(diào)整及篩選。

『教學設計』

Title: Module1 Hobbies

Period 1: Listening and Vocabulary &Pronunciation and Speaking

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 （2’）

1. Greeting. Talk about the winter vacation.

How was your winter 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 ….

設計意圖：寒假回校第一節(jié)課，從學生的寒假生活入手，談論假期生活，逐步引入主題，并導入部分新單詞和詞組。

Step 2 Listing (5’)

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”.

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?

設計意圖：通過列舉家庭成員和猜測教師的興趣愛好，完成新單詞的教學。對興趣愛好的簡單問題，既對列舉的部分興趣愛好有一基本的評價，也為下面的聽力作好鋪墊。　

Step 3 Listening (5’)　

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.

設計意圖：在常規(guī)聽力練習中進一步提高學生聽的能力。

Step 4 Listen and read (13’)

1. 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)

3. Listen and repeat the conversation.

4. Get to write down the answers in Activity 4.

5. Read the conversation together loudly. Show some comprehension questions.

What does Lingling need to do? And why?

What made Sally so interested in music?

When did Sally have her first violin lesion?

What is Sally going to Radio Beijing to do?

6. Read in a group of 3.

設計意圖：通過對話的聽讀操練，增強對目標語的輸入，在大輸入量的基礎上，為后續(xù)的輸出做準備。匹配題和問題的設置幫助學生能較好的完成Activity4&5。

Step 5 Who’s who? (4’)

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: …

設計意圖：通過不同角色的猜測，讓學生使用不同問句，并在提問過程中加深對對話的理解，在完成 “找人”的活動中，加強目標語的訓練和加大語言的輸入和輸出量。

Step6 Who is my good friend in the group? (10’)

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.

設計意圖：通過小組內(nèi)對話，完成尋找好友這一任務，讓學生運用有關“興趣愛好”句型，在用中鞏固。非單調(diào)地反復，而是有意義地使用，體現(xiàn)“做中學”的理念。通過讓學生口頭報告自已好友這一活動，讓學生產(chǎn)生有意義的輸出，并使語言的運用最終落實于篇章之中。

Homework

1. Write a composition about your good friend.

2. Oral work: Read the conversation of Activity 3.

3. Finish Activity 6 on page 8.

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.

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.

設計意圖：利用學生所喜愛的猜測游戲，將學生導入篇章學習，激發(fā)學生對篇章的喜愛，同時對不同的興趣愛好作簡單評述，將生詞教學放入適當語境之中，訓練學生對生詞的猜測技能，也為后續(xù)的篇章教學掃除詞匯障礙。

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.

設計意圖：通過半控制性的兩人小組活動，進一步讓學生操練對不同的興趣愛好的評價，同時對生詞時行必要的鞏固。

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.

設計意圖：通過top-down式的閱讀，讓學生對全文有一總體印象，并注意培養(yǎng)學生在閱讀過程中掌握瀏覽、跳讀等閱讀技巧。

Step 4 Reading for specific information ( 5’)

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.

設計意圖：第二次閱讀篇章，旨在使學生掌握篇章是的細節(jié)信息，并通過正誤判斷題來檢查學生對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…

…, 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

設計意圖：聽錄音，意在防止和糾正學生在朗讀過程中的語音錯誤。第三次讀篇章，意在對篇章加深理解。

Step6 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.

設計意圖：第四次大聲齊讀，加強對語言的暴露。同時通過四次不同形式的閱讀，幫助學生深層次的理解篇章的主旨，并結(jié)合自身，進行拓展。

Step7 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

設計意圖：最后就David是否應繼續(xù)他的寫作作為辯論材料，讓學生抒發(fā)對此類現(xiàn)象的不同感想，也可以此聯(lián)系到“韓寒”現(xiàn)象所引起的盲從，引導學生理性地對待個人的興趣愛好。

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.

Period 3: Writing, Around the world &Module Task

Teaching Content: Writing & Around the world &Module Task

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 (5’)

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?

設計意圖：通過頭腦風暴的形式，讓學生復習課文中所學的重點單詞。在問答中復習，使學習更有意義，同時為下面的Writing 做好準備。

Step 2 Writing sentences (6’)

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.

設計意圖：通過對句子的仿寫和造句，加強對目標語的操練，提高目標語運用的正確性，為后面的書面表達做鋪墊。

Step 3 My classmate’s hobbies (5’)

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”.

設計意圖：圍繞中心話題，用兩人對話的形式，就個人的興趣愛好作進一步的了解，列舉盡可能多的興趣愛好，提高目標語運用的熟練程度。

Step 4 Hobbies Recognition (8’)

1. List the hobbies the Ss mentioned in their compositions or that they often see on the board.

2. Pair work: (Also they can look at the picture on page 7 of Activity 4 for some hints.)

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

設計意圖： 利用教材資源，就學生真實的情況開展討論，對興趣愛好作再認識，提高語言運用的真實性，也為完成模塊任務作好鋪墊。

Step 5 Module task-Saying goodbye to bad hobbies (10’)

1. A letter of sponsorship---Saying goodbye to bad hobbies.

Choose an object to write a letter of sponsorship. (To teenagers/ adults/ teachers/ parents)

a) Choose 1-3 bad hobbies.

b) List the bad points.

c) According to the bad points, write a letter individually.

d) Share the letters in a group.

e) Choose the best one to improve.

2. Share the best one from each group in class.

設計意圖：通過對已列舉的興趣愛好的分類，對有關的興趣愛好做出甄別，通過給不同的對象寫倡議信的形式，提出對興趣愛好的正確有價值取向，告別陋習。

Step 6 Around the world (5’)

1. Read the passage “An interest in history”.

2. Mention the difference of some hobbies in the past.

3. Discuss what we can learn from these hobbies in the past.

A useful website: http://www.britannica.com/ebi/article-202069

Some famous proverbs:

No pains, no gains! 不勞無獲。

An idle youth, a needy age. 少壯不努力，老大徒傷悲。

One good turn deserves another.行善積德。

Reading enriches the mind.開卷有益。

The early bird catches the worm.早起的鳥兒有蟲吃。

There is no royal road to learning.書山有路勤為徑，學海無涯苦作舟。

Work makes the workman.勤工出巧匠。

設計意圖：通過對人們興趣與愛好的變遷，引導學生正確對待過去的生活，了解過去的文化，吸收傳統(tǒng)文化的精髓，弘揚具有民族精神的優(yōu)秀的傳統(tǒng)文化。

Homework

1． Finish the letters of sponsorship in groups and put on the board as an exhibition in the class.

2． Oral work: Read the passage of David’s special hobby and get ready to retell the passage in your own words.

Period 4: Language in use

Teaching Content: Language in use

Key structures:

Teaching Aims and Demands:

1. To understand the sentence components . (難點）

2. To practice the new vocabulary and expressions. (重點)

3. To write simple sentences with the five sentence patterns.

Learning strategies: Formal instruction and task-based approach and interactive practice.

Teaching Aids: Multi-Media (video, OHP, handout)

Teaching Procedures:

Step 1 Revision (5’)

1. Retell the passage of David’s special hobbies. Using the words given as hints.

hobbies, such as, relaxing, creative, interesting, useful, make you …, develop your.., help you…, a special hobby, as well as, a professional writer, in senior high school, in 2003, difficult to remember, should try to …

設計意圖：通過對課文內(nèi)容的復述，進一步對課文內(nèi)容和語言點的鞏固，并使語言點的運用落實在篇章之中，使運用更具意義。　

Step 2　 Listening (6’)

1. Predict. Read the five questions of Activity 7 on page 8. Predict the answer.

2. Listen to the tape and choose the right answers.

3. Listen again to check.

4. Call back the answers from the whole class.

5. Hand out the listening material. Read.

設計意圖： 采用預測等聽力技巧，提高聽力的有效性，對聽力材料的朗讀，增大語言的輸入。

Step3　Complete the sentences and passage (10’)

1. Look at the answers to the listening practice and make as many sentences as possible to complete the sentences

Playing football is the most popular hobby with boys, as a result the boys…

Boys enjoy collect things as well as…

Teenagers have many hobbies such as …

Growing vegetables helps other people because…

2. Complete the sentences with the words in the box.

(1). Pair the Ss to check with each other.

(2). Share the answers in the class.

3. Get the Ss to conduct Activity 5 on page 8.

(1). Read the passage first.

(2). Ask to complete it with the words in the box individually.

(3). Call back the answers from the whole class.

(4). Read the passage.

設計意圖：利用續(xù)寫句子，使學生能在一定的情景中操練目標語，并提高目標語使用的正確率，再由句子與語篇，層層遞進，使不同程度的學生都能較好的掌握目標語。

Step4　 Funny Time (6’)

1. Sentence making.

(1). Read the sentence: They sent him letters.

(2). Ask to make similar sentences with “ show, give, buy, tell, bring” etc.

(3). Funny time: Each group choose a part of a sentence to form a complete one.

Group A : Select a person.

Group B: Select a verb.

Group C: Select a person.

Group D: Select some things.

(4). Make sure: S + V + IO + DO

2. What makes us happy?

(1). Brainstorming

What makes you happy? Good marks make us happy.

What makes you sad /…? Bad marks make us sad.

What keeps you excited/ …?

Playing computer games keeps me excited.

But parents often ask us to play less.

(2). Get to know the sentence pattern: S + V + O + OC

設計意圖： 利用Funny Time的活動以及造句練習，側(cè)重于學生對句型的使用，把語法點的操練融于無意識之中，先幫助學生S + V + IO + DO，和S + V + O + OC這兩種比較難掌握的句型有一個理解，為學生掌握簡單句基本句型降低難度。

Step 5 Language practice (12’)

1. Read through the examples with the Ss.

2. Classify the sentences

(1). sb be

(2). There be

(3). Sb + V + sth.

(4). sb + V .

(5). sb + V + sb +sth/ sb + V + sth to sb.

(6). sb + V + sb to do sth

3. Ask the Ss to put the words and phrases in the correct order according to the sentence patterns given above individually.

4. Check the answers with them.

5. Make sure the part of speech in each sentence.

(1). sb be …

S + V + P

(2). There be + n. + prep phrase

There be + S + adverbial

(3). sb does sth.

S + V + O

(4). sb does.

S + V

(5). sb does sb sth / sb does sth to sb.

S + V + IO + DO

(6). sb does sb to do sth

S + V + O + OC

6. Write similar sentences with the models of Activity 2.

(1). Read the sentences first and make sure which sentence patterns each belongs to.

(2). Write similar sentences.

(3). Share in pairs and ask some to present the sentences on the Bb.

設計意圖： 采用歸類比較的方法，使學生更加明了的掌握句子的不同成份。在提供句式的基礎上供學生仿寫，發(fā)揮學生的自主性，也保證了正確性。

Homework

1. Finish off workbook exercises.

2. Self -assessment on page 103.